INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S …researchjourney.net/SPECIAL ISSUE 5 Use of ICT in...

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Impact Factor – 3.452 ISSN – 2348-7143 INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S RESEARCH JOURNEY Multidisciplinary International E-research Journal PEER REFREED & INDEXED JOURNAL October-2016 SPECIAL ISSUE-V Use of ICT in Higher Education This Journal is indexed in : - Scientific Journal Impact Factor (SJIF) - Cosmoc Impact Factor (CIF) - Global Impact Factor (GIF) - Universal Impact Factor (UIF) - International Impact Factor Services (IIFS) - Indian Citation Index (ICI) - Dictionary of Research Journal Index (DRJI) Guest Editor - Chief Editor – Dr. P. V. Rasal Mr. Dhanraj T. Dhangar Coordinator-Dean - Mental Moral and Social Sciences, Assist. Prof. (Marathi) Savitribai Phule Pune University, Pune [M.S.] India MGV’S Arts & Commerce College, Principal - KGDM Arts, Commerce & Science College, Yeola, Dist – Nashik [M.S.] INDIA Niphad, Dist – Nashik [M.S.] INDIA I N T E R N A T I O N A L R E S E A R C H F E L L O W S A S S O C I A T I O N S For Details Visit To : www.researchjourney.net SWATIDHAN PUBLICATIONS

Transcript of INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S …researchjourney.net/SPECIAL ISSUE 5 Use of ICT in...

Impact Factor – 3.452 ISSN – 2348-7143

INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S

RESEARCH JOURNEY Multidisciplinary International E-research Journal

PEER REFREED & INDEXED JOURNAL

October-2016

SPECIAL ISSUE-V

Use of ICT in Higher Education

This Journal is indexed in : - Scientific Journal Impact Factor (SJIF)

- Cosmoc Impact Factor (CIF)

- Global Impact Factor (GIF)

- Universal Impact Factor (UIF)

- International Impact Factor Services (IIFS)

- Indian Citation Index (ICI)

- Dictionary of Research Journal Index (DRJI)

Guest Editor - Chief Editor –

Dr. P. V. Rasal Mr. Dhanraj T. Dhangar

Coordinator-Dean - Mental Moral and Social Sciences, Assist. Prof. (Marathi)

Savitribai Phule Pune University, Pune [M.S.] India MGV’S Arts & Commerce College,

Principal - KGDM Arts, Commerce & Science College, Yeola, Dist – Nashik [M.S.] INDIA

Niphad, Dist – Nashik [M.S.] INDIA

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‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

1 Website – www.researchjourney.net Email - researchjourney2014gmail.com

Editorial Board

Guest Editor - Chief Editor –

Dr. P. V. Rasal Mr. Dhanraj T. Dhangar

Coordinator-Dean - Mental Moral and Social Sciences, Assist. Prof. (Marathi)

Savitribai Phule Pune University, Pune [M.S.] India MGV’S Arts & Commerce College,

Principal - KGDM Arts, Commerce & Science College, Yeola, Dist – Nashik [M.S.] INDIA

Niphad, Dist – Nashik [M.S.] INDIA

Co-Editors -

� Mr.Tufail Ahmed Shaikh- King Abdul Aziz City for Science & Technology,

Riyadh Kingdom of Saudi Arabia.

� Dr. Anil Dongre - Head, Deptt. of Management, North Maharashtra University, Jalgaon

� Dr. Shailendra Lende - R.T.M. Nagpur University, Nagpur [M.S.] India

� Dr. R. R. Kazi - North Maharashtra University, Jalgaon.

� Dr. Sharad Birhade - D. N. College, Faizpur.

� Prof. Munaf Shaikh - N. M. University, Jalgaon & Visiting Faculty M. J. C. Jalgaon

� Prof. Vijay Shirsath - Nanasaheb Y. N. Chavhan College, Chalisgaon

� Dr. P. K. Shewale - Vice Principal, Arts, Science, Commerce College, Harsul.

� Prof. Atul Suryawanshi - S. S. M. M. College, Pachora.

� Prof. B. P. Shewale - M. S. G. College, Malegaon Camp, Nashik.

Advisory Board -

� Dr. Marianna kosic - Scientific-Cultural Institute, Mandala, Trieste, Italy.

� Dr. M.S. Pagare - Director, School of Languages Studies, North Maharashtra University, Jalgaon

� Dr. R. P. Singh -University of Lucknow [U.P.] India

� Dr. S. M. Tadkodkar - Professor & Head, Dept. of Marathi, Goa University, Goa, India.

� Dr. N. V. Jayaraman - Director at SNS group of Technical Institutions,Coimbatore

� Dr. Bajarang Korde - Savitribai Phule Pune University Pune, [M.S.] India

� Dr. D. A. Suryawanshi - Principal, R. C. Patel College of Education, Shirpur, Dhule.

� Dr. Sandip D. Mundhe - Head, Lib. Science, Sambhajirao Kendre College, Jalkot, Latur

� Dr.Y. H. Saner - Principal, Abhay College of Education, Dhule

� Dr. D. D. Patil - Principal, Arts, Science and Commerce College, Chopda, Jalgaon

Review Committee -

� Dr. Uttam V. Nile - P. S. G. V. P. Mandals Arts, Cmmerce, Science College, Shahada

� Dr. Sanjay Dhondare - Abhay Womens College, Dhule

� Dr. Rekha Gajare - Head, Dept. of Hindi, P.O.Nahata College, Bhusawal

� Dr. Ramesh Sambhaji Kure - Head, N. W. College, Akhala Balapura Dist-Hingoli

� Dr. S. K. Wadekar – M. S. G.College, Malegaon Camp, Dist- Nashik

Published by -

� Mrs. Swati Dhanraj Sonawane, Director, Swatidhan International Publication, Nashik

Email : [email protected] Website : www.researchjourney.net Mobile : 9665398258

© All rights reserved with the authors & publisher Price : Rs. 225/-

Our Guest Editor has reviewed paper with experts’ committee, and they have checked the papers

on their level best to stop furtive literature. Except it, the respective authors of the papers are

responcible for originality of the papers and intensive thoughts in the papers.

- Executive Editor

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

2 Website – www.researchjourney.net Email - researchjourney2014gmail.com

INDEX

No. Title of the Paper

Authors’ Name Page No.

1 The Role of ICT in Enhancing Teaching and Learning in India

- Dr. Sanjay Sanap 03-05

2 Importance and Use of ICT in Social Science Research

- Dr. P. V. Rasal 06-09

3 Emerging Role of ICT in University Examination System

- Dr. R. M. Chintamani 10-14

4 The Uce of ICT in Teaching / Learning of English Vocabulary

- Dr. P. P. Parmar 15-19

5 (ICT) For Biodiversity Conservation and Sustainable Environment

- Smt. Vrushali A. Gagrepatil 20-23

6 Changes in the Role of Teachers in the Scenario of ICT Enabled Teaching

- Prof. Anand Sanap 24-28

7 Importance of Information Communication Technology in the

Administration of Higher Education - Dr. Vivek V. Jawale 29-33

8 Role of Ict in Education, Management and Administration

-S.A. Pathare, G.Y. Rohokale, A.R.Abhang, A.S. Shaikh and P.G.Rohokale 34-38

9 Administrative Software: Definition, Types, Characteristic features, &

Fedena - Prof. Rahul S. Sonawane 39-43

10 Use of ICT in Teaching Compulsory English in Rural Colleges

-Dr. Umesh D. Kambale 44-46

11 Use of ICT in Administrative Work

-Mr. A. R. Chintamani 47-50

12 The Role of ICT in English Language Learning

-Prof. Smt. Pranali Jivrakh 51-53

13 The Impacts of ICTs in Indian Banking Industry

-Dr. S. K. More 54-60

14 Ecological Differences, Cognitive Styles and Language Performance of

College Students -Dr. Narendra V. Deshmukh 61-65

15 Role of ICT in Mathematics

- Smt. S. S Kunde & Smt. J. S. Patil 66-68

16 The Integration of Information Technology (IT) and Learning Style in

the Chemistry - A. V. Kardel 69-72

17 Role of ICT In The Development of Rural Areas

Shradha P. Khatal 73-75

18 Role of ICT in Medical Laboratory Practices: an review on hemoglobin

determination - Smt A. U. Kadlag & Smt M. D Tajane 76--79

19 तमाशा आ�ण माहती संू ेषण तऽं�ान

- ूा. माधव खालकर ूा. माधव खालकर ूा. माधव खालकर ूा. माधव खालकर 80-82

20 माहती व संू ेषण साधनाचंी िश�णातील उपय"ुता

- ूा. एन. के. जाधव ूा. एन. के. जाधव ूा. एन. के. जाधव ूा. एन. के. जाधव 83-85

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

3 Website – www.researchjourney.net Email - researchjourney2014gmail.com

THE ROLE OF ICT IN ENHANCING TEACHING AND LEARNING IN INDIA

Dr. Sanjay Sanap

Associate Professor K. V. N. Naik Shikshan Prasarak Sanstha’s

Arts,Commerce and Science College, Canada Corner, Nashik, [MS] India.

Abstract :

The adoption and use of ICTs in education have a positive impact on teaching, learning, and

research. ICT can affect the delivery of education and enable wider access to the same. In

addition, it will increase flexibility so that learners can access the education regardless of

time and geographical barriers. It can influence the way students are taught and how they

learn. It would provide the rich environment and motivation for teaching learning process

which seems to have a profound impact on the process of learning in education by offering

new possibilities for learners and teachers. These possibilities can have an impact on student

performance and achievement. Similarly wider availability of best practices and best course

material in education, which can be shared by means of ICT, can foster better teaching and

improved academic achievement of students. The overall literature suggests that successful

ICT integration in education.

Quality of education has been issue of concern in the absence of standard parameters of to measure

the quality. Effective implementation of ICTs in the teaching-learning process to achieve our

educational objectives would help in increasing the Quality of education in schools. Teaching is

imparting knowledge or skill whereas learning is skill acquisition and increased fluency. Usage of

ICT is one of the way by which India„s large population base can be effectively reached.

Traditional lecture is not an effective learning environment for many of our students because so

many students do not participate actively during a traditional lecture. This is the mode of learning

most commonly present in classrooms whereas active learning involves the student through

participation and investment of energy in all three phases of the learning process (input,

operations, and feedback). This type of learning is more effective to stimulate higher cognitive

processes and critical thinking. In the past few years there has been a paradigm shift in curriculum

where teacher acts as a facilitator in a student centred learning. In Student centredlearning focus is

on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of

learning. Here students have to be active responsible participants in learning process. Teacher has

key role in the whole process whereas in case of ICT based education, various ICT tools are

supplemented to make the teaching-learning process more effective.

ICT increases the flexibility of delivery of education so that learners can access knowledge

anytime and from anywhere. It can influence the way students are taught and how they learn as

now the processes are learner driven and not by teachers. This in turn would better prepare the

learners for lifelong learning as well as to improve the quality of learning. In concert with

geographical flexibility, technology-facilitated educational programs also remove many of the

temporal constraints that face learners with special needs (Moore &Kearsley, 1996). Students are

starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One

of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

4 Website – www.researchjourney.net Email - researchjourney2014gmail.com

the help of ICT, students can now browse through e-books, sample examination papers, previous

year papers etc. and can also have an easy access to resource persons, mentors, experts,

researchers, professionals, and peers-all over the world. This flexibility has heightened the

availability of just-in-time learning and provided learning opportunities for many more learners

who previously were constrained by other commitments (Young, 2002). Wider availability of best

practices and best course material in education, which can be shared by means of ICT, can foster

better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new

international educational markets. As well as learning at anytime, teachers are also finding the

capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile

technologies and seamless communications technologies support 24x7 teaching and learning.

Choosing how much time will be used within the 24x7 envelope and what periods of time are

challenges that will face the educators of the future (Young, 2002). Thus, ICT enabled education

will ultimately lead to the democratization of education. Especially in developing countries like

India, effective use of ICT for the purpose of education has the potential to bridge the digital

divide.

There are various ICT tools available which can be utilized for the knowledge creation and

dissemination in the modern world. Tools include Radio, T.V, Internet, Mobile phone, Computer,

laptop, tablets and many other hardware and software applications. Certain ICT tools like laptops,

PCs, mobile phones, and PDAs have their own implication in Education. These devices can be

used in imparting education and training for teachers and students. Use of radio for pedagogical

practices has been very much popular in past and is still in use in India by IGNOU. But One-to-

many broadcast technologies like radio and television are seen as less revolutionary„ ICTs in

education, as their usage is seen as reinforcing of traditional instructor-centric learning models,

unlike computers, which many see as important tools in fostering more learner-centric instructional

models. Successful ICT initiatives meet three intertwined objectives: availability, access, and

demand [10]. Educational ICT tools are not for making educators master ICT skills themselves,

but for making educators create a more effective learning environment via ICT. Teachers can

utilize ICT tools to get benefits from using these tools in the areas of content, curriculum,

instruction, and assessment. ICTs include fixed-line telephony, mobile telephony, newspapers,

radio, television, radio trucking, very small aperture terminal (VSAT), computer, and internet must

be accessible to rural public as per their demand.

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 ICT is

changing processes of teaching and learning by adding elements of vitality to learning

environments including virtual environments for the 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). When looking at the current widespread diffusion and use

of ICT in modern societies, especially by the young the so-called digital generation then it should

be clear that ICT will affect the complete learning process today and in the future. Authenticity is

an important issue which should be addressed in the design and development of learning

environments (Collins, 1996). Learning environments need to reflect the potential uses of

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

5 Website – www.researchjourney.net Email - researchjourney2014gmail.com

knowledge that pupils are expected to master, in order to prevent the acquired knowledge from

becoming inert. In addition, teachers should stimulate pupils to engage in active knowledge

construction. This calls for open-ended learning environments instead of learning environments

which focus on a mere transmission of facts. ICT may contribute to creating powerful learning

environments in numerous ways.

Conclusions :

The rapid growth of new technologies has added to the quest for improved teaching and learning

methods. Teachers should be conscious of the quality of their teaching. Information and

communication technology (ICT)are becoming increasingly pervasive in our modern society and a

requirement for ideal means of teaching especially in the field of physical education (Zhang and

Martinovic 2008). Information and communication technology (ICT) has a significant role in

teaching and learning process as a tool. The use of ICT by learners offers a potential to enhance

learning as all subjects as well as physical education. Teaching will get new dimensions, as lessons

will be greatly enhanced by the technology tools. The uses of multimedia instructional tools will

significantly enrich the teaching content that will become more dynamic and captivating.

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 endeavour 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-Uof ICT in education is becoming more and more

important and this importance will continue to grow and develop in the 21st century.

References :

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990).

Anchored instruction: why we need it and how technology can help. In D. Nix & R. Spiro

10 (Eds.), Cognition, education, multimedia Exploring ideas in high technology (Pp.

115– 141). Hillsdale, NJ: Lawrence Erlbaum Associates.

Collins, A. (1996). “Design issues for learning environments”. In S. Vosniadou (Ed.), International

perspectives on the design of technology-supported learning environments (Pp. 347–

361). Mahwah, NJ: Lawrence Erlbaum.

Flecknoe, M. (2002).“How can ICT help us to improve education”? Innovations in Education&

Teaching International, Vol. 39, No. 4, Pp; 271-280

Moore, M. &Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA:

Wadsworth.

Sharma, R. (2003), 'Barriers in Using Technology for Education in Developing Countries', IEEE0-

7803-7724-9103.Singapore schools', Computers & Education Vol .41, No.(1),Pp; 49--

63.

Young, J. (2002). The 24-hour professor.The Chronicle of Higher Education, Vol. 48, No. (38),

Pp; 31-33.

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

6 Website – www.researchjourney.net Email - researchjourney2014gmail.com

IMPORTANCE AND USE OF ICT IN SOCIAL SCIENCE RESEARCH

Dr. P. V. Rasal

Coordinator-Dean of Mental Moral and Social Sciences, Savitribai Phule Pune University and

Principal, K.G.D.M. Arts, Commerce and Science College, Niphad Dist. Nashik

Abstract :

ICT stands for anytime, anywhere access to remote learning resources by facilitating the

acquisition of basic skills Active learning. ICT removes problems concerning space and time.

Through ICT we can communicate anywhere, any time. ICT makes saving – and sharing –

knowledge easier and user-friendly. Research in Social Science includes systematic analysis of

societal problems therefore ICT has a major role to play in it. ICT can be effectively used in data

collection and interpretation. ICT facilitates data analysis and interpretation.

Keywords: ICT, research, social science, Hypotheses

Introduction:

ICT stands for “set of technological tools and resources used to communicate, and to create, store,

and manage information.” ICT stands for anytime, anywhere access to remote learning resources

by facilitating the acquisition of basic skills Active learning.

But why ICT?

ICT removes problems concerning space and time. Through ICT we can communicate anywhere,

any time. The students can contact the teacher anywhere; any time and the students can collect and

exchange information anywhere, any time. Thus ICT gives access to knowledge and in principle

the students can draw on a global pool of knowledge. ICT makes saving – and sharing –

knowledge easier and user-friendly. People can, individually and/or together create records of their

activities and presentations (portfolio) and thus register their progress.

ICT if judiciously used can lead to sustainable development of mankind.

The concept of sustainable developmentIn Social Sciences

Economic Sustainability

(productivity)

Social Sustainability

(equity)

Environmental

Sustainability

(protect/enhance natural resources)

IntergenerationConcerns

Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad ) Research:

Research is systematic, critical and self-critical enquiry which aims to contribute to the

advancement of knowledge.(Bassey, 1995) Research in Social Science includes systematic analysis

of societal problems therefore ICT has a major role to play in it. Solving them is a critical process

and it can be worked out with proper research methodology and statistical analysis.

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

7 Website – www.researchjourney.net Email - researchjourney2014gmail.com

The concept of Research has number of factors:

� Enquiry: An enquiry conducted for some clearly defined purpose.

� Systematic: It should be systematic. There is a rationale to collection and analysis of data.

� Critical: The data is subject to scrutiny by the researcher in attempts to ensure accuracy.

� Self-critical: Researchers are expected to be self-critical of the decisions made by them in

pursuit of the enquiry.

� The advancement of knowledge: The enquiry should aim to increase knowledge which means

something is the case and knowledge how to do something: it includes theory-in-the-literature

and personal theory of individuals which has not been articulated in writing.

� Mailing paper questionnaires to respondents, who fill them out and mail them back

� Having interviewers call to respondents on the telephone and ask them the question in a

telephone interview.

� Sending the interviewers to the respondent’s home or office to administer the questions in face-

to-face (FTF) interviews etc.

Statistics :

• Statistics helps us to take rational decisions in the case of uncertainties. One of the main

functions of Statistics is to collect, analyze and interpret data. The data has categories:

• Descriptive:- Organization, Summarization

• With descriptive statistics we condense a set of known numbers into a few simple values (either

numerically or graphically) to simplify an understanding of those data. This is analogous to

writing up a summary of a lengthy book. The book summary is a tool for conveying the gist of

a story to others, and the mean and standard deviation of a set of numbers is a tool for

conveying the gist of the individual numbers (without having to specify each and every one).

• Inferential:- Reach decisions about a large body of data by examining only a small part of it.

Inferential statistics, on the other hand, is used to make claims about the populations that give

rise to the data we collect. This requires that we go beyond the data available to us.

Consequently, the claims we make about populations are always subject to error; hence the term

"inferential statistics" and not deductive statistics.

• Inferential statistics encompasses a variety of procedures to ensure that the inferences are

sound and rational, even though they may not always be correct. In short, inferential statistics

enables us to make confident decisions in the face of uncertainty.

• Use of ICT in data collection:

Alternatives methods of data collection

Face to face

Telephone

Mail

CATIcomputer assisted

telephone

interviewing

CAPI computer assisted personal interviewing

TDETouchtone

data entry

OCR/ICROptical/intelligent

caracter recognition

FAX

Disk by Mail E-mail Web

Computerised Self Administered

Questionnaires

IVRInteractive

voice response

SAQSelf administered

questionnaire

Walkman

Text

CASI

Audio

CASI

Video

CASI

Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad )

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

8 Website – www.researchjourney.net Email - researchjourney2014gmail.com

ICT facilitates data analysis and interpretation:

� The data analysis involves three major steps, done in roughly this order:

� Cleaning and organizing the data for analysis (Data Preparation)

� Describing the data (Descriptive Statistics)

� Testing Hypotheses and Models (Inferential Statistics)

� We can observe that research is rigorous activity and the efforts can be minimized while

bringing precision in the research activity and for this ICT is an important tool.

� ICT can bring an idea of collaborative research

� By Creation of National Knowledge Network

� Connecting 10,000 educational & R&D institutions

� Digital libraries

� Virtual class rooms with telecommunication facilities

PotentialOf

ICTs

AccessAccessAccessAccess

EfficiencyEfficiencyEfficiencyEfficiency

LearningLearningLearningLearning

TeachingTeachingTeachingTeaching

Skill Skill Skill Skill

FormationFormationFormationFormation

LifelongLifelongLifelongLifelong

LearningLearningLearningLearning

Planning &Planning &Planning &Planning &

ManagementManagementManagementManagement

Community Community Community Community

LinkagesLinkagesLinkagesLinkages

Potentials of ICT

Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad )

ICT is best tool for expanding educational opportunities:

� Radio Broadcast

� Interactive Radio Instruction

� Television

� Virtual Schools

� Virtual Universities

ICT plays vital role in communication in business:

� between individuals

� between individuals and organisations

� within a business

� between a business and an external organisation

Communication takes place within networks.

Some of the examples of various types of network:

� Education: Akshaya (Kerala), Sub Titles on TV

� Health: Webhealthcenter.com, Sri Lanka, MIS in AP,SA, nLogue-Arvind Hospital

� Economic: eChaupal, GPS by fisherman, Tara Haat, Datamation, nLogue,Drishtee telecenters,

Agriwatch Portal, e-Krishi Vipnan (EKVI)MP

� E-Government: Bhoomi, eSeva, Drishtee

‘Research Journey’ International Multidisciplinary E- Research Journal

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� Empowerment: Computerized milk collection, Lokvani (Sitapur), Lok Mitra (Jhalawar)

eChoupal Infrastructure and Services

� Direct marketing channel for farm produce

� ICT and Economic Growth enhanced competitiveness increased business opportunities - access

to market for rural communities

� ICT can improve delivery of Social Services

� ICT can best be used for greater transparency

� - improved efficiency on government procurement

� - reduced corruption

� - increased civil society participation

� ICT can be used for Empowerment of the Poor by allowing the poor to better communicate

their concerns.

Conclusion:

Thus ICT is best tool in the hands of researcher in social sciences. ICT can be effectively used

in data collection and interpretation.

Reference :

• Brace N, Kemp R and Snelgar R (2003). SPSS for Psychologists, A Guide to Data

Analysis Using SPSS for Windows, 2nd ed. McMillan.

• Daniel W. (1991). Bio-Statistics, A Foundation for Analysis in the Health Sciences, Wiley,

New York.

• Johnson R A, Wincher D W (2001). Applied Multivariate Statistical Analysis, Prentice

Hall, ND.

• Kothari C R (2005). Research Methodology, Methods and Techniques, New Age

International Publications, ND.

• Malhotra N K (1999). Marketing Research: an Applied Orientation, 3rd Edition, Prentice

Hall, New York.

‘Research Journey’ International Multidisciplinary E- Research Journal

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ISSN : 2348-7143

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October - 2016

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EMERGING ROLE OF ICT IN UNIVERSITY EXAMINATION SYSTEM

Dr. R. M. Chintamani

Vice-Principal & College Examination Officer (CEO),

KGDM. Arts, Commerce & Science College, Niphad Dist-Nashik [MS] India

Abstract :

Information and communications technology (ICT) is a comprehensive term used for information

technology. It includes devices such as computers, network, hardware and software and satellite

systems as well as the various services and applications associated with them. Hence, the term ICT

is also called the union of audio-visual and telephone networks with computer networks. The term,

ICT has been used by the academic researchers since 1980 and it became popular after it was

used in a report to the UK government by Dennis Stevenson in 1997.

Examination mechanism is an effective tool for assessing the quality of knowledge and skills of the

students during a course of study. The university examinations can motivate both the students and

teachers. They encourage students towards study. For teachers examination gives goal oriented

stimuli. Success rate has now considered the significant criteria for teacher’s performance. Hence,

examination reforms have become inevitable.

ICT plays an important, valuable and critical role in the higher education of every country. ICT

has become one of the very significant tools for creating good governance. Every university has

now adopted ICT as a basic tool for good governance. The ICT used governance is also called a

“E-governance”. Initially, the university examinations were largely managed manually. But the

manual examination system faced many evils such as ineffective coordination, lack of accuracy,

overlapping, high inefficiency, delay in declaration of results, a number of mistakes in results

declared and so on. These drawbacks created stress among the students which ultimately lead to

students’ agitations. Today, for bringing efficient, transparent, reliable and strong examination

system, ICT is considered as an effective tool. Increasing number of students registered and the

numbers of courses started have increased the complexity of examination work on a large scale.

This increasing burden of examination is leading to inefficiencies. We can minimize human

intervention by adopting ICT. Therefore, in this research paper, I have tried to analyze the

emerging role of ICT in examination system.

Key Words: Information Communication Technology (ICT), Transparency, Examination

Mechanism, E-governance, Phases of Examination, Manual Examination System.

I) Introduction:

Examination mechanism is an effective tool for assessing the quality of knowledge and skills of

the students during course of study. The university examinations can motivate both the students

and teachers. They encourage students towards study and read various books. For teacher

examinations gives a goal orientation stimuli for his work. Students’ success in the examination

has now considered one of the significant criteria for the performance of the teacher. Hence,

examinations have become inevitable for students as well as teachers also.

‘Research Journey’ International Multidisciplinary E- Research Journal

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ISSN : 2348-7143

(Online)

October - 2016

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Information and communications technology (ICT) is a comprehensive term used for information

technology. ICT is a term that includes devices such as computers, network, hardware and

software and satellite systems as well as the various services and applications associated with

them. ICT is used often in education, health care, libraries and so on. Hence, the term ICT is also

referred to the union of audio-visual and telephone networks with computer networks through a

single cabling or link system. The ICT has been used by the academic researchers since the 1980

and it became popular after it was used in a report to the UK government by Dennis Stevenson in

1997.

ICT plays an important, valuable and critical role in the higher education of every country. ICT has

become one of the very significant tools for creating good governance in the working of any

university. Every university has now understood the importance of ICT and has adopted it as a

basic tool for good governance. The ICT used governance is also called as “E-governance”.

Initially, the university examination system was largely managed manually. But the manual

examination system faced many evils such as ineffective coordination, lack of accuracy,

overlapping, high inefficiency, delay in declaration of results, a number of mistakes in results

declared and so on. Today, for bringing efficient, transparent, reliable and strong examination

system in universities, ICT is considered as an effective tool for integrating and automating the

activities in examination system.

II) Scope of the Study:

In this study I have made an attempt to analyze the role of Information and Communication

Technology in university examinations with special reference to the automation of examination

system adopted in the Savitribai Phule Pune University during different phases of examination.

III) Objectives of the Study:

Following are the objectives of this study:-

• To explain the terminology and evolution ICT.

• Analyzing the different phases of examination.

• Tracing the advantages of ICT for administration and students.

• To find out lacunas in automation of examination system.

• Finding the challenges and making suggestions for successful application of ICT.

IV) Statement of Hypothesis;

Application of the ICT for automating the examination system has really benefitted to students.

V) Methodology:

a) Phases of Examination Work:

University conducts examinations at various stages of learning till the end of the academic session.

For first, second and third years of Arts and Commerce faculty, university exams are conducted at

the end of every academic year. But, at the end of every session, there are semester-end exam for

PG Courses and Faculty of Science. Though, the responsibility of conducting first year exams is

shifted to colleges but the work of paper setting and question paper distribution is undertaken by

the university. There are following three stages in conducting the university examinations.

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i. Pre-Conduct Phase:

In this stage, for creating details like college code, permanent registration number, course code etc.

the admission forms of the students are processed. Any discrepancy in these forms is

communicated to the student for correction. Examination Centers are fixed for the conduct of the

exam. Supervisory Staff like external senior supervisors, custodians, members of Vigilance

Squads, paper setters are appointed. Duration of their sessions is fixed. Dates of different sessions

are notified. University examination answer sheets and other required stationary is supplied to the

colleges as per their requirements. Advance amount for the conduct of examination is also

released. Likewise, centers for CAP are finalized and assessment orders are dispatched by the

university. Displaying examination time-table and providing exam hall-tickets. These activities are

performed at least one month before the conduct of examination.

ii. Conduct of Examination:

This phase is directly related to the proper, timely and efficient examination. Hence, it is the most

serious phase for the university as well as for colleges. Providing CDs for filling-up internal marks,

release of question papers from university custody, deployment and replacement of invigilator

staff, issuance of barcodes and holograms, providing corrected hall-tickets, arrangements of

candidates according to the seating plan, verification of candidates, handling unfair means and

cases, disposal of cheating cases, intimating dates and venues for sending the bundles of answer

sheets etc. are the major tasks of this phase. Conducting examination is mostly a technical job.

Complexity of this phase increases with the increasing number of students, examinations and

centers during an academic session. With for regular students, the university examinations are also

conducted for repeaters and external candidates also. The regular students apply for examination

through the institutes they are studying and external students apply directly to the Controller of

Examinations (COE) as private candidates.

iii. Post-Conduct Phase:

The post-conduct examination phase consists of intimating CAP schedule to the appointed

examiners and moderators by the concerned CAP centers, collecting answers sheets from

university section offices for sending it to CAP centers, actual assessment of answer sheets, filling-

up marks, applying various concession codes, generating mark sheets, declaration of results,

sending results to examination canters, processing students’ request for revaluation and obtaining

zerox copy of revaluated answer sheets etc. All these activities are to be carried out in the time

specified.

Right from the enrolment/registration phase of students to the final phase of the declaration of

result, various jobs are required to be under-taken with secrecy, care and with full commitment.

All these functions are performed by the different sections of the examination department. These

sections are Co-ordination Sections, Registration Section, Conduct Section, Result Section,

Godown Section that work with secrecy and harmony. These sections are managed by different

officials. Their duties and jobs are clearly defined and they are accountable for any violation of the

examination activities.

b) Preservation of Examination Data:

The student exam data is preserved for a specific period of time and some of the data like

notification of results, mark lists, degree records etc need to be preserved permanently in order to

ensure future verification or to settle disputes if any.

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VI) Limitations of Manual Examination System

Following were the limitations of the manual system of examination work.

a. This process was very slow due to the lesser use of modern technology.

b. It was very difficult to store and preserve examination data for a long period.

c. It took longer times causing both physical and mental stress.

d. Delay in notification of results resulted in loosing chances of further studies.

e. There were wide variations in dates of declaration of results.

f. Wastage of valuable time and money of the students for correction of minor queries caused

unnecessary harassment.

g. Manual examination system leads to arithmetical errors and wastage of resources.

h. Manual maintenance of records was time consuming.

i. Possibility of tempering student’s record, no online verification, non-availability of zerox

copy of answer sheet etc. adversely affected the reliability of the university.

VII) Advantages of Using ICT in Automation of Examination Work:

Following are the advantages of using ICT in automation of examination work-

a. The numbers of students registered and courses have increased on a large scale. This

increasing burden of examination is leading to inefficiencies. We can minimize human

intervention by adopting ICT.

b. Use of ICT in examination process takes care of all the activities right from the admission

to alumina.

c. It has changed the nature of transferring, storing, retrieving, and processing results.

d. ICT has created centralized, secure and robust database of the examinees without

duplication of records.

e. Effective monitoring has improved the quality of services to the stakeholders.

f. The use of ICT has brought accuracy in statistical analysis of data.

g. ICT has brought transparency and effective management of examination work that resulted

in reduction of academic frauds. In Globalization and intense competition, use of ICT has

become essential.

VIII) Challenges of Using ICT:

Some of the key challenges are as follows:

a. Non-availability infrastructure for using ICT devices particularly in tribal and non-grant

colleges.

b. The employees are reluctant to learn and use ICT facilities.

c. Some colleges due to the shortage of manpower could not deploy trained separate staff.

d. Late availability of question paper pass words adversely affects the efficiency of

examination work.

‘Research Journey’ International Multidisciplinary E- Research Journal

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e. Non-access frequently disturbs the timely working examination.

f. Still, there is threatening problem of secrecy.

IX) Suggestions:

Following are important suggestions for fully utilization of ICT in examination automation:-

a. The university should provide funds to colleges for incurring full cost for examination

automation.

b. The workload of the CEO should be so reduced that they will fully concentrate on daily

examination work.

c. Utmost accuracy should be brought in examination work.

d. Corrections of mistakes should be made in the possible shortest period.

e. ICT has resulted in reduction of costs. So, the examination fees may be reduced.

f. All eligible university and college teaching staff should be used for assessment work by

developing data base.

Conclusion

ICT is a useful tool to have transparency, reliability and efficiency in university examination

system. There should be fullest use of ICT for bringing changes in the existing examination

system.

References

• Mishra, N.L. (1988). Organization and Management of University Examinations, National

Publishing House, Jaipur (Rajstan.).

• University Grants Commission (2008). ‘Higher Education in India-Issues Related to

Expansion, Inclusiveness, Quality and Finance’.

• www.sppu.ac.in (Examination Portal)

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USE OF ICT IN TEACHING/LEARNING OF ENGLISH VOCABULARY

Dr. Premji P. Parmar

Head, Dept. of English

K.G.D.M. Arts, Commerce and Science College Niphad Dist. Nashik [MS] India

Email:[email protected]

Abstract :

Every human being has learnt his/her mother tongue by acquiring words from the very childhood.

The leaner’s aim is to recall and use these words and to recognize it in its spoken and written

form. With the help of ICT we can learn English language easily. Presently English Dictionary and

Encyclopedia are available in mobile phone and students should be encouraged to make use of

them. ICT contains information communication technology used as broadcast media and all types

of transmission and network including print, audio and video. ICT facilitates communication in

user-friendly manner. ICT removes problems concerning space and time and the learners can

communicate anywhere and anytime. Computer Assisted Language learning includes internet

technology and computer for learning of English vocabulary. A student's vocabulary bank can be

enriched on a gradual basis with the help of judicious use of ICT.

Keywords: ICT, IT, Group works activities, Blog, Chat Rooms, Twitter, Face book

Introduction :

Vocabulary is the first and foremost important step in language acquisition. This paper is an

attempt to study and explore how ICT facilitates the teaching/learning of English vocabulary.

Words are building blocks and Grammar performs role of cement and with vocabulary building

blocks and grammar cement we can construct building of language. Such is the importance of

words in language acquisition. Every human being has learnt his/her mother tongue by acquiring

words from the very childhood. According to Wallace, 1988 principle of Vocabulary is

“Meaningful presentation – clear and unambiguous denotation or reference should be assured.

Learning vocabulary is a complex process.” The leaner’s aim is to recall and use these words and

to recognize it in its spoken and written form. With the help of ICT we can learn a language easily.

Now a days Dictionary and Encyclopedia are available in mobile phone and students should be

encouraged to make use of them.

Origin of ICT :

The expression ICT was first used in 1997 in a report by Dennis Stevenson to the UK government

and promoted by the new National Curriculum documents for the UK in 2000. ICT is an

abbreviation of Information and communication technology. In its shortest form it is also

abbreviated as IT i.e. information and technology. It highlights the concept of telecommunication

(telephone lines and wireless signals) including audio-visual system, software, which enables user

to create, store, access, transmit, and manipulate data or information. In short ICT contains

information communication technology used as broadcast media and all types of transmission and

network including print, audio and video. It is a kind of network having control and monitoring.

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Why ICT?

• ICT facilitates communication in user-friendly manner

• ICT removes problems concerning space and time

• the leaners can communicate anywhere, any time

• the speed is fast and low cost

• the students can collect and exchange information anywhere, any time

• ICT gives access to knowledge in principle the students can draw on a global pool of

knowledge

• ICT makes saving and sharing of knowledge easier

• the students can, individually and/or together create records of notes and presentations

(portfolio) and thus register their progress and use it for exams

Today the learner’s attitude is changing radically therefore use of ICT is revolutionizing the

English language teaching and learning.

Patterns of Difficulty in Vocabulary:

Robert Lado (1955) stated that while dealing with vocabulary one should take an account three

important aspects of words - their form, their meaning and their distribution - and one should

consider various kinds of classes of words in the function of the language. He said that the forms,

meaning distribution and classification of words are different in different languages. These

differences might lead to vocabulary problems.

Principles of learning and teaching vocabulary:

However many theories about vocabulary learning process were written, it still remains the matter

of memory. Thus, there are several general principles for successful learning and teaching, which

are valid for any method. According to Wallace, 1988 the principles are:

- Aim – what is to be taught, which words, how many

- Need – target vocabulary should respond students’ real needs and Interests

- Meaningful presentation – clear and unambiguous denotation or reference should be assured.

Thus learning vocabulary is a complex process. The students’ aim to be reached in learning

vocabulary process is primarily their ability to recall the word at will and to recognize it in its

spoken and written form. Generally, knowing a word involves knowing its form and its meaning at

the basic level. According to Harmer, knowing vocabulary implies abilities to know its:

1) Meaning, i.e. relate the word to an appropriate object or context

2) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and register

(the appropriate level of formality), to be aware of any connotations and associations the word

might have

3) Word formation, i.e. ability to spell and pronounce the word correctly, to know any derivations

(acceptable prefixes and suffixes),

4) Grammar, i.e. to use it in the appropriate grammatical form

How words are remembered?

Vocabulary knowledge is largely a question of accumulating individual items. The general rule

seems to be a question of memory. And during the process of teaching and learning vocabulary an

important problem occurs: How does memory work?

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Short - term store

Short-term store is the brain capacity to hold a limited number of items of information for periods

of time up to a few seconds.

Working memory

Working memory means focusing on word long enough to perform operations on them. It means

the information is manipulated via the senses from external sources and/or can be downloaded

from the long- term memory.

Long –term memory

Long-term memory can be seen as kind of filling system. Unlike working memory, which has a

limited capacity and no permanent content, this kind of memory has an enormous capacity and its

contents are durable over time.

However, to ensure moving new materials into permanent long-term memory requires number of

principles:

• Repetition - If the word is met several times over space interval during reading activities,

students have a very good chance to remember it for a long time.

• Retrieval - Another kind of repetition. Activities, which require retrieval, such as using the

new items in written tasks, help students to be able to recall it again in the future..

• Use - putting words to use, preferably in an interesting way, is the best way of ensuring

they are added to long – term memory. This is so called “Use it or lose it” principle.

• Personal organizing - It is achieved mainly through conversation and role-playing

activities.

• Imaging – Easily visualized words are better memorable than those that do not evoke with

any pictures.

• Motivation - strong motivation itself does not ensure that words will be remembered.

• Attention - It is not possible to improve vocabulary without a certain degree of conscious

attention. Use of ICT can enhance all these principles of vocabulary learning.

ICT in learning of English vocabulary:

The learners can use CALL-Computer Assisted Language learning in English language

vocabulary. It uses internet technology and computer for learning of English vocabulary. There

are very many Web based language learning websites on Internet that learners can have easy

access. Some of them are:

� www.learnenglish.org.uk

� www.examenglish.com

� www.english-course.com

� www.englishstudent.com

� www.executiveenglish.com

� www.peakenglish.com

� www.mytoday.com

� www.englishmandir.com

� www.britishcouncil.com

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The learners can have their own community by way of

� Blog

� Chat Rooms

� Twitter

� Face book

� Conversation on Whatsapp and other such applications

Group works activities among interactive groups on social media:

Importance of group work in English language learning:

The quality of communication and feedback that group work offers stimulates language teaching

and learning as a communicative process. Foreign language learners can indeed effectively

develop their communicative competence and language performance through such intensive

communication and feedback. And the communicative tasks achieved within a group reflect better

real communicative situations which are very limited outside the foreign language classroom.

Practicing Group work activities in language learning prove more commendable since it is more

intensive way of organizing classroom practice. Famous linguists Simons and Squires advocate a

careful analysis of the interactional possibilities of small groups for the foreign language teaching

with a highly directed teaching model, moving from controlled to partially controlled to non

controlled activities. The quality of communication and feedback that group work offers stimulates

language teaching and learning as a communicative process. Foreign language learners can indeed

effectively develop their communicative competence and language performance through such

intensive communication and feedback. And the communicative tasks achieved within a group

reflect better real communicative situations which are very limited outside the foreign language

classroom. According to Richard and Rodgers (2001), group work assists actively in the

improvement of the learners’ communicative competence and its use in real communication

opportunities. Similarly, Johnson states that through group work, learners comprehend effectively

the meaning of vocabulary in foreign language. Thus, it enhances the process of linguistic

knowledge. According to Richards and Rodgers “Positive interdependence is created by the

structure of cooperative learning tasks and by building a spirit of mutual support within the

group”.

Word-play, crossword and puzzles through exchange by way of whatsapp:

The teacher can send some words, sentences or pictures to students with the help Whatsapp and

then he can ask them to describe/narrate or to write short paragraph.

Conclusion :

A student's vocabulary bank can be enriched on a gradual basis with the help of judicious use of

ICT and one should always show keen interest and enthusiasm in finding, learning and

understanding new words and can improve the vocabulary of the learners. The use of ICT thus

enhances teaching/learning of vocabulary and it creates rich environment of language learning.

‘Research Journey’ International Multidisciplinary E- Research Journal

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References :

• Adamson, B. (2004). Fashions in language teaching methodology. A Davies & C. Elder

• Asian Quarterly – An International Journal of Contemporary Issues Volume 8. Issue No. 4

feb.2011.

• Ellis, R. (1994). The Study of Second Language Acquisition. Melbourne: Oxford University

Press.

• Frisby A.W. (1957), "Teaching English", The English Language Book Society and Longmans

Green and Co., p.98.

• Jaiswal Deepak, M-Learning: a new paradigm in education, University news, Vol. 48 No. 42

Oct. 18-24. 2010

• Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.)

Oxford: University Press.

• Long, M. H. (1977). Group work in the teaching and learning English as a foreign language.

Cambridge.

• Long, M. H., & Porter, P. A. (1985). Group work, Inter Language and Second Language

Acquisition. TESOL Quarterly, 19, 207-228.

• Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in Language teaching

(2nd ed.). Cambridge: Cambridge University Press.

• Robert Lado (1964), "Language Teaching: A Scientific Approach", McGraw Hill: New York,

p.121.

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(ICT) FOR BIODIVERSITY CONSERVATION AND SUSTAINABLE ENVIRONMENT

Smt. Vrushali A. Gagrepatil

Head, Dept. Of Botany, K.G.D.M., Arts, Science and Commerce College, Niphad,

Dist. – Nashik [M.S.] India.

Email- [email protected]

Abstract :

The impact of human activity has cause the problems like climate change, biodiversity loss, ebbing

of natural resources and lack in non-renewable energy resources. It is becoming increasingly

clear that man is unlikely to avoid the environmental challenges resulting from his unsustainable

practices; the result of which is already noticeably triggering changes in agriculture; the

incidence of forest fires; flood and drought patterns, the movement of invasive species;

biodiversity loss, climate change and so on. This review is therefore directed towards evaluating

the application of ICT in biodiversity conservation. New Information and Communication

Technology (ICT) support environmental research and biodiversity conservation. In the course of

the study, it was gathered that ICTs are transformative technologies that put intelligence at the

edges of networks, thereby maximizing users capacity to create and adapt. Such transformation as

revealed include using ICTs to improve practices in agriculture and forestry; monitor air and

water pollution; improve disaster warning and relief; improve the efficiency of the energy,

transportation, goods and services sectors; harness social networking for transformative change

and biodiversity conservation. Hence, to better manage the environmental challenges highlighted,

there is the need to enhance the capacity to predict and track such changes, develop appropriate

management and adaptation strategies for better and sustainable environmental management.

Keywords : ICT, Conservation, biodiversity, sustainable development

Introduction :

Managing the environment in the modern world is becoming essential and requires the application

of modern technology. Meeting the diverse and growing needs of the public within the limited

environment is a task that calls for more precise planning. The accuracy of the planning will

depend on the information available to the planners. In land use, for example, one factor that will

affect the ability of land use planners to allocate lands appropriately to different uses will be the

quality of the information about the pertinent physical characteristic of the land available to them.

Environment such as forest, mangrove forest, rivers, deserts and ocean depths are not easily

accessible for physical monitoring hence the need for modern communication equipment to

monitor them. Air Pollution, green- house gases accumulation and ozone layers depletion can only

be accurately monitored with modern communication equipment. Information collected through

such equipment can be stored in databases and can be regularly updated and used to draw up

Environmental Impact Assessment (EIA). EIA is the major tool for environmental managers.

Traditional environmental monitoring and management methods cannot handle a wide range of

recent regional environmental and conservation problems. As a result of technical limitation

encountered in such traditional methods such as obstacles in data collection, dynamic tracking,

information processing and analysis, the development of geographic information system has made

these jobs less tasking. With the advancement in ICT, we have invented many applications for

biodiversity conservation. Examples are GIS, GPS, social networking devices, etc. Thus these

devices have helped a lot for making the fundamental research faster and more effective in order to

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make ICT a powerful tool for preservation and development of biodiversity conservation. The

purpose of this discourse therefore is to discuss various roles of Information Communication

Technology (ICT) in providing relevant information necessary for effective management and

conservation of the biodiversity for better and sustainable environmental management.

Information Tools for biodiversity Conservation

G.I.S. (Geographic Information System) and G.P.S. (Global Positioning System) Tools used in

ecosystem monitoring and earth observations are given a collective name of geoinformatics or

geographic information system (GIS). These include technologies of Remote Sensing (RS), digital

cartography and Global Positioning System (GPS) (Ikhuoria, Ero and Ikhuoria, 2006). Ground

stations and monitors where the information systems are monitored are also included among these.

Remote sensing encompasses all of those means of examining planetary features that do not

involve direct contact. These methods rely on detection, recording, and analysis of wave-

transmitted energy (Montgomery, 2000). Data collected through remote sensing may include aerial

photography and radar mapping of surface topography. Remote sensing, especially using satellites,

is a quick and efficient way to scan broad areas, to examine regions, rugged topography or hostile

climate and to view areas to which access is limited.

The Global Positioning System (GPS) is a space-based satellite navigation system that provides

location and time information in all weather conditions, anywhere on or near the earth. It is a

system of satellites that are mounted to orbit the earth by nations that are wealthy enough to own

them. Global Positioning System, or GPS, is a method for accurately determining positions and

elevations almost anywhere on earth. It uses an array of satellites placed into orbit by the U.S.

government. In order to fix a position using GPS, a special receiver and data processing circuitry

are required. The receiver must make contact with a minimum of 4 of the satellites. Accuracy can

vary from approximately ±30 feet or more for inexpensive hand held receivers, to somewhere on

the order of ±1 centimeter for sophisticated systems that use a base station located at a known

position on earth to provide a reference signal, a technique known as "differential processing". The

original user of GPS was the U.S. military, for whom the system was initially created. But GPS

technology is now open and available to all. It has found applications as diverse as tracking the

locations of transit vehicles to data collection for mapping. GPS technology continues to improve

and decrease in cost. GPS offers the advantage of efficient single person mapping - just roam

around the garden with the GPS receiver. The Biodiversity reservoir-Map GPS Interface allows

importing GPS data directly into Biodiversity reservoir-Map for automatic mapping of plants and

non-plant objects

Remote sensing is the process of acquiring data/information about objects/substances not in direct

contact with the sensor, by gathering its inputs using electromagnetic radiation or acoustical waves

that emanate from the targets of interest. An aerial photograph is a common example of a remotely

sensed (by camera and film, or now digital) product. Remote sensing and Geographic Information

System are providing tools for advance ecosystem management. Such data also provide a vital link

between intensive, localized, ecological research and the regional, national and international

conservation and management of biological diversity (Wilkie and Finn, 1996).

Remote Sensing techniques using various plate form has provide its utility in agricultural survey

Satellite data provides the actual synoptic view of large are at a time, which is not possible from

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conventional survey methods. The process of data acquisition and analysis is very fast through

Geographic Information System (GIS) as compared to conventional methods. Remote sensing can

also be used to measure vegetation productivity and make the information available quickly and

timely to land managers. It has also been used to measure the presence and population densities of

calving ungulates in Kalahari Desert as a function of grass greenness (Verlinden and Masogo,

1997 as reported in Nagendra, 2001). Nagendra and Gadgil (1999) used Remote Sensing to assess

angiosperm species distribution in India's Western Ghats. It has also been utilized to identify

deforestation zones within protected areas, and to assess areas that are inaccessible due to war or

wild animals. ICT is providing data for vegetation and land cover mapping to describe broad

patterns of distribution of plant communities. Remote sensing data in combination with other data

has been used to predict species abundance (De Sherbinin, 2005). Landsat TM imagery and digital

elevation model has been used to predict the total and rare species richness in agricultural

landscapes (Luoto, Toivonen and Heikkinen, 2002). Remote sensing therefore can help facilitate

management decisions and allocation of scarce resources for establishment of survey stations.

Schools, NGOs, and others are now using the Internet to expand their distance learning programs.

Some offer formal courses with mandatory assignments that offer academic credits; others are less

formal. Teachers and administrators may use computers and IT to improve their roles in education

process. e.g. Convenient sharing of expertise, increasing professional development activities by

taking distance education courses, accessing education research and classroom materials such as

lesson plans, provide in-house training for their staff etc. IT makes it possible to learn about the

topics very conveniently, without making special efforts. It is in human nature that only those

topics take precedence in priority list which are related to immediate pleasure and/or satisfaction.

Biodiversity conservation is a long term process so it becomes important to spread awareness by

making the whole process easy and effortless for people. Hence, Biodiversity conservation

education and communication aims to bring about changes in the attitude and behavior of youth,

concerned people, societies and leaders through various awareness programs, so that they become

catalysts in efforts to raise voices supporting conservation.

ICT can be used to improve agricultural practices. All stakeholders in agriculture need information

and knowledge about crop cultivation, water management, fertilizer application, fumigation, pest

management, crop harvesting, post-harvest techniques and so on. In agriculture, the use of GPS

provides benefits in mapping survey and geo-fencing. GPS has been used to monitor the

movement of large animals, such as elephant, when approaching farmlands (Wikipedia, 2013).

Because of the usefulness of GIS in soil analysis and topography mapping, it helps in decision

making such as what to plant and where.

Information and Communication Technologies can help achieve significant improvements in solid

waste management in low and middle income countries. ICT-based solid waste management can

increase efficient use of resources through reduction, re-use and recycling. Illegal dumping could

also be monitored with the aid of GPS. Selection of appropriate landfill sites, precise estimation of

solid waste generation and optimum allocation of commercially available containers could be

realized through GIS-based analysis (Dorvil, 2007). ICTs can also be employed in waste exchange.

Waste exchange system is the one which connects firms discharging, recycling and utilizing

industrial wastes. Communication Technology networks help professionals in mountain regions to

counter natural obstacles inherent to mountain territories. The most important role that ICT plays

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in mountain territories is the development of interment, which facilitates the exchange of

information.

Conclusion

Traditional environmental monitoring and management cannot adapt to a wide range of regional

eco-environmental problems, ecological and environmental protection so the major obstacle is

encountered in the data collection, dynamic tracking, information processing and analysis for

ecological environment monitoring. Information communication technology helps to assess the

environment better than the traditional methods of monitoring the environment and gives

opportunity to prepare ahead of emergencies and facilitates quick response to environmental

disasters. In conclusion therefore, it was gathered that ICTs are transformative technologies that

put intelligence at the edges of networks, thereby maximizing users capacity to create and adapt.

Integrating ICT into environmental management will minimize deterioration of ecosystems and

improve their productivity. The use and promotion of ICTs as an instrument for environmental

protection and the sustainable use of natural resources, the initiation of actions and implementation

of projects and programmes for sustainable production, consumption and the environmentally safe

disposal as well as recycling of discarded hardware and components used in ICTs and the

establishment of monitoring systems, using ICTs, to forecast and monitor the impact of natural and

man-made disasters. Hence, to better manage the environmental challenges highlighted, there is

the need to enhance the capacity to predict and track such changes, develop appropriate

management and adaptation strategies, and plot a course towards better and sustainable

environmental management.

References :

• Abhishek Tiwari (2010), Role of Information Technology (IT) in Biodiversity

Conservation,

• DeSherbini, A. M. (2005). Remote Sensing in Support of Ecosystem Management Treaties

and Trans- boundary Conservation. A Report prepared by the Center for International Earth

Science Information Network (CIESIN) under the Remote Sensing Technologies for

Ecosystem Management Treaties project funded by the U.S. Department of State Bureau of

Oceans, Environment and International Scientific Affairs. Columbia University. Pp 99.

• K V Krishnamurthy(2003), Textbook of Biodiversity, Science Publishers Inc USA

• Nagendra, H. and Gadgil, M. (1999). Biodiversity assessment at multiple scales: Linking

remotely sensed data with field information. Proceedings of the National Academy of

Sciences, 96 (16), 9154-9158.

• Nohr, H. and Jorgensen, A. F. (1997). Mapping of biological diversity in Sahel by means of

satellite image analyses and ornithological surveys. Biodiversity and Conservation, 6 (4),

545-566.

• Saveraid E.H., Debinski D.M., Kindscher K. and Jakubauskas M. E. (2001). A comparison

of satellite data and landscape variables in predicting bird species occurrences in the

Greater Yellowstone Ecosystem, USA. Landscape Ecology, 16, 71-83.

• .Wilke, D. S. and Finn, J. T. (1996).Remote Sensing Imagery for Natural Resources

Monitoring. New York: Columbia University Press.

• wikipedia.org.in

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CHANGES IN THE ROLE OF TEACHERS IN THE SCENARIO OF ICT ENABLED

TEACHING

Prof. Anand Jagannath Sanap

Asst. Professor, Dept. of English

K.V.N. Naik S.P. Sanstha's Arts Commerce and Science College, Canada Corner, Sharanpur Road, Nashik, [MS] India

Email: - [email protected]

Abstract :

The paper discusses the changing role of English language teacher in Indian context. It

tries to analyse the difference that has come in the teacher's responsibility as the controller of the

class to the facilitator of learning. An attempt is also made to find out how the teacher could play

an important role even in the era of computer assisted language learning.

Keywords :- Role, English Language Teaching, facilitator, teacher-centred, pedagogy

Teacher plays a vital role in all teaching learning situations to evolve class room environment.

Learners also have to change and modify their role with the teacher. Hence, teachers must have a

clear view about the role they play in class room situations. This view is restricted to what the

teachers should or should not do in the classrooms only.

The 'role' is a technical term. According to Dorneyi and Murphey the term 'role' "which originally

comes from sociology and referes to the shared expectation of how an individual should behave. In

other words, roles describe what people are supposed to do". In English Language Teaching

(ELT), various methodologists have suggested many different kinds of roles for a language

teacher. Richard and Rodgers (1986) think about teachers' roles as part of the 'design' component

of a method. They point out that the teachers' roles are related to the following things:

1. the type of function teachers are expected to realize,

2. the degree of control the teacher has over how learning takes place,

3. the degree to which is the teacher responsible for defining the content of teaching,

4. the patterns of interaction that develop between teachers and learners

According to Littlewood (1981), in Communicative Language Teaching (CLT) teacher is not an

'instructor', he is rather a 'facilitator of learning' and 'co-communicator' with the learneres. Harmer

(2001) looks at the term “facilitator� with a broader and different point of view. He points out that

the ultimate aim of all roles is to facilitate the students’ progress in some way or the other. He

discusses certain “precise” terms for the roles that teachers play in the classroom: controller,

organizer, assessor, prompter, participant, resource, tutor, and observer. Tudor (1993) views the

role of the teacher in the context of the notion of the learner-centred classroom. In a learner-

centered classroom the focus is on the active involvement of the learners in the learning process.

However, before considering what involves the role of the teacher in such a changed view of the

classroom, it is sensible to have look at the traditional roles that an English language teacher has

performed so far (especially, in the Indian context). This is important for us if we want to

understand the factors which have compelled a change in the perspective, and if we want to

consider to the extent to which that change is suitable in the Indian context.

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Conventional role of teacher

Search for the synonyms of the word "traditional", gives us many words: old, legendary, historical,

handed down, customary, conventional, long-standing, established, correct, proper, etc. These

words describe the most common traditional method of teaching English in the India. It brings us

to the features of traditional method of teaching English in India. Traditional method is to a great

extent teacher-centred. It always keeps the focus on the teacher. The teachers would lecture on the

given topics at length and the students would listen to them attentively. English has been taught

using this methodology for several decades. This methodology has been used various topics of

grammar or phonology. It focuses mainly on formal features of language, instead of focusing on

encouragement to the learners to use the language. Mechanical drills, extensive and repetitive

practice, and rote memorization of grammar rules are important features of this traditional

approach to language teaching. Wilkins (1976) calls it a “synthetic” approach in which “different

parts of the language are taught separately and step by step so that acquisition is a process of

gradual accumulation of parts until the whole structure of language has been built up”. Assumption

behind this approach is that the purpose of all teaching is to simplify learning. The proper way of

such simplification is to break down the contents into smaller parts and then present them in a

sequential and graded manner. This approach of linear presentation of contents of language

learning is explained well by Nunan (1996).

The teacher is responsible for constructing “the language wall.” The teacher in this conventional

approach is not only an organizer and controller of all classroom activities but also the sole

evaluator of the learners' performance. It makes clear that traditionally the teacher is supposed to

be the source of all knowledge; hence he has always played a dominant role. The learner has

always been at the receiving end. His brain is a receptacle to be filled the knowledge imparted by

the teacher.

Freire (1982) compares this system of education to banking system. He calls it "banking" system

of education. Learners, here are like bank accounts wherein deposits of contents of learning are

made at regular intervals. These deposits are to be withdrawn at the time of examination.

Obviously, the responsibility here lies on the individuals making the deposits. Using this analogy

signifies that the teacher bears the burden of the entire class on his shoulders. The learners are

mere passive listeners to the teacher with rare exception when they repeat or react to the teacher's

directions. The learner has no control over content of learning or the methods of teaching. This

authoritative or sometimes autocratic role of the teacher is based on the conventional notion that

success of teaching-learning process depends on how articulately a teacher delivers.

However, it is a misleading notion to believe that learning depends on articulate or "eloquent"

teaching. Kumaravadivelu (2006) points out, “teaching, however purposeful, cannot automatically

lead to learning for the simple reason that learning is primarily a personal construct controlled by

the individual learner” (p. 44). Therefore, learning opportunities may be maximized only by

involving the learner in the learning process. A teacher must remember that teaching and learning

are interrelated and two way processes. It is hard to believe the traditionally sacrosanct view that

teaching is broadcast of knowledge and learning is accumulation of knowledge.

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Focus on teacher

The traditional approach presents the teacher as the supreme authority in the classroom. It,

sometimes, altogether denies the existence of the learner. Dewey (1938) opposed this kind of

spoon-feeding of knowledge. He pointed out that the learner plays an importance role of an active

agent in his or her learning. Dewey is the founder of the well known current notion of "learner-

centredness." Tudor (1996) says that it reflects, “a widespread desire in the language teaching

community to develop means of allowing learners to play a fuller, more active and participatory

role in their language study” (p. 1). However, it cannot be firmly stated that the learner-centredness

in ELT is a product of a single school of thought. It actually is a result of the convergence of

several innovative perspectives on language teaching. Among them, prominent are:

1. the humanistic approaches to language teaching which emerged in the later half of the

twentieth century. It emphasized on equal attention to both the intellectual and the

emotional development of the learner,

2. communicative language teaching, which emerged in the 1960s and 1970s. It was a

reaction against the prevalent structural approach to language teaching based on drill

methods. The communicative approach aimed to make language teaching "more flexible

and more responsive to students' real world communicative needs."

Role of the teacher in task-based language teaching

In the current model of Task-based Language Teaching (TBLT), which is basically an outcome of

communicative language teaching, learner-centredness has been in great focus. Nunan (2004)

points out that the main conceptual basis for TBLT is, “experiential learning” or “learning by

doing”. TBLT has broken down the hierarchies of the traditional classroom because the process of

trying to complete a communicative task entails planning and using strategies on the part of the

learner.

The role of learner is significantly altered in a learner-centred approach to language teaching, like

TBLT. The learner is engrossed with all classroom activities. He/she gets a hands-on practical

experience of using the language for communicative purposes. This does not necessarily diminish

the role of the teacher. Although, the teacher is not really in the focus here, the teacher has to

perform an important "mediational" role which includes a wide range of responsibilities. These

responsibilities of the teacher are qualitatively different from the traditional role of the teacher as

the preacher who imparts information. In the process of mediation, the teacher becomes a true

facilitator of learning for the language learners, who guides them through dialogic communication

(Vygotsky, 1978) as they co-construct knowledge with the help of the teacher. In this process, the

teacher's role of the instructor is restricted. The teacher is supposed to be "a guide by the side". He

is expected to be an advisor who advises the learners after observing their strengths and

weaknesses. The teacher also plans the tasks for the future and stimulates the learners' intellect by

presenting new language content and motivating them to acquire them.

We need to understand an important thing that the teachers do not really have control over the

learner's natural process of learning a second or a foreign language. Learners' process of achieving

communicative ability in the second language is also beyond teachers' control. What a teacher can

do better is to create conducive classroom environment for language learning. Motivation helps the

learners to develop communicative skills. Therefore, teachers should facilitate this process by

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involving them in diverse communicative activities. Pair work and group work are especially

useful for this.

Learner centred environment in (Computer Assisted Language Learning) CALL

Research in cognitive learning theories has made clear that students learn most efficiently when

they feel 'engaged' with the learning process and the learning material, and feel in control over

their progress. This is related with the sense of progression the learners receive. It may be

disastrous to offer complete freedom to navigate through complex learning routines. Carefully

planned levels of help, conditional branching and timely feedback help the learner to receive that

'sense of progress.'

The difficulty lies with necessity of carefully designed work. It often happens that the important

step of creating a full instructional document is omitted. This step requires considerable thought so

that the end user will think that we try to put together meaningful sequences of activities to enable

student progression.

The important step of trial of prototype material with learners before the programme is finalized is

often neglected. The designers and programmers do not believe this step to be necessary very

often. The 'designer arrogance' is likely to take over at this point. In reality, nobody can be sure

how a learner as end user will react to what is offered to them. The amount of research in this field

is so insufficient that making hard and fast rules is extremely difficult. Adequate research is

necessary. When, trials of prototype are conducted and the trials are monitored, even with just a

few learners, the results are often surprising.

Conclusion

The teacher has to play an altogether different and innovative role of facilitator in CLT or TBLT

classroom is absolutely different from the role of controller and organizer the teacher has to play in

a conventional classroom. Role of a facilitator involves learners' empowerment by giving them

more initiative and responsibility. In the traditional teacher-fronted classroom, the learner is

always under the power of the teacher. The teacher determines who says what to whom and when.

In learner-centered classroom the teacher is expected to give up some of his or her power. In other

words, learner-centredness allows the learner to have greater say in the determination of the course

of the lesson. However, this may sound well in principle, in practice, especially, in the larger

Indian context, it would be quite difficult for a teacher of English to undertake the innovative role

of the facilitator because our education system is strictly syllabus- and textbook-oriented and

examination-driven. In addition to that, our learners and teachers might not be ready to accept such

different and innovative roles in attitudinal terms. Of course, this can be overcome by making the

learners and the teachers aware about the benefits of the innovative practices. One more crucial

issue needs our attention while we advocate the case of innovative roles of teachers, is the

importance of the social context in which the language classroom is situated. What is suggested

here is the overhauling of the power structure of the traditional classroom, and a

reconceptualisation of the whole process of language learning. However, this "overhauling" and

"reconceptualisation" should not have harsh effects on the cultural beliefs and assumptions of the

teachers and learners about the behavioural patterns in the language classroom. Therefore, it is

necessary that we take into account cultural patterns while considering the innovative roles of both

teachers and learners in the language classroom.

The use of computers, which was a concern of only few experts a few decades ago, has become a

matter of interest for a large number of language teachers. It clearly signifies growing interest in

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the use of computers for language teaching and learning. There has been a growing interest in use

of computers for language teaching and learning. Despite many difficulties, use of ICT in language

teaching by multitude of teachers is a reality today.

References:

• Dewey, J. (1938). Experience and education: The Kappa Delta Phi lecture series. Toronto:

Collier Books.

• Dörneyi, Z. & Murphey, T. (2003). Group dynamics in the language classroom.

Cambridge: Cambridge University Press.

• Harmer, J. (2001). The practice of English language teaching. London: Longman, 3rd

edition.

• Bangs, P. (2003). Engaging the learner- how to author for best feedback. In U Felix (ed),

Language Learning Online; Towards Best Practice. Zurich: Sweets & Zeitlinger.

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IMPORTANCE OF INFORMATION COMMUNICATION TECHNOLOGY IN THE

ADMINISTRATION OF HIGHER EDUCATION

Dr. Vivek V. Jawale

Assistant Professor

B.Y.K. College of Commerce, Nashik [email protected]

Abstract :

The Information Communication Technology plays a vital role in administration of

spreading the knowledge quickly and accurately. The sharing of the information is very beneficial

to every member of the society. There are different types of tools to communicate the information

in the society. But notably the Information Communication Technology is the fastest and most

favoured one in the world community. It enabled the benefit of experience to everybody in the

society. There are various uses of the internet but here we are mainly concentrates upon the uses

of the Information Communication Technology in the administration of the higher education. It is

the most notable aspect of the Information Communication Technology is that it helps to the

students in the open learning. i.e. external students are blessed more with the utility of the online

media to get access to the study material. There are various benefits of the Information

Communication Technology in the administration of the higher education. It is more flexible to

deliver the contents. It maintains the combination of the education and work.

Key Words: Information, Communication, Technology, administration, higher, education, access,

computer, internet, online, learner, flexible, media, education, utility, broadcasting, radio, open

resources, open university, study material, importance.

Introduction

Recently there is very increasing trends in the uses and application of the internet in the

administration of the higher education as it helps to provide the effectiveness and quickness in the

education. Moreover, it is very beneficial in Formal as well as in the informal education. The

Information Communication Technology is always developed rather upgreded due to the sucessful

administration of the higher education.

It is found that the use of the Information Communication Technology in the combination

of another technique is more beneficial rather appreciable in the community of the students. The

administration of the Kothmale Community Radio Internet had very successfully used both the

radio broadcasts and the computer and Internet technologies in the education so as to make easy

sharing of the information. It facilitated the sharing of the information more quickly and easily in

the rural students. Indira Gandhi National Open University in India combines the use of print,

recorded audio and video, broadcast radio and television, and audio conferencing technologies in

the administration of the higher education.

Need of Study

It was observed that the administration of the higher education education today is more

advanced in the world. There are so many uses of the use of the Information Communication

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Technology in the administration of the higher education. Therefore, the researcher is inclined

towards the research paper to find out the Importance of the use of the Information

Communication Technology in the administration of the higher education. Furthermore, the need

of this research paper is to find out whether the Information Communication Technology has the

importance in the administration of the higher education over the traditional system of the

education.

Objectives of the study.

1. To study the Information Communication Technology.

2. To study the importance of the Information Communication Technology in the administration of

the higher education.

Hypothesis.

1. The Information Communication Technology has importance to determine the cost and quality

of the administration of the higher education.

Nature and Scope:

The Information Technology Act, 2000 and the relevant provisions of the said Act in the

light of the Indian Constitution and the necessary case laws is the scope of this research paper.

Therefore, the relevant provisions of the relevant chapters from the secondary data are used to

write the research paper. Moreover, the importance of the use of the Information Communication

Technology in the administration of the higher education as compared to the traditional

educational system is the focus of the research paper.

Research Methodology.

This is an arm chair research. Therefore, the researcher used the secondary data to

complete the research paper. Since, it is essential to use the relevant books, journals; the

Information Communication Technology, Act 2000, online subject material, case laws, and the

Indian Constitution etc are the secondary sources are used to complete the research paper. The

attempt of the researcher is to verify the hypothesis i.e. the Information Communication

Technology has importance in cost; quality of the higher education system over the traditional

educational system on the basis of the secondary data.

Definition of the Information Communication Technology.

Information Communication Technology is defined as a “diverse set of technological tools

and resources used to communicate, and to create, disseminate, store, and manage

information.”Therefore, the Information Communication Technology includes the computers, the

Internet, broadcasting technologies (radio and television), and telephony

Importance of the the the the Information Communication Technology in the administration of the

Higher Education.

It is the clearest fact that in India, the knowledge, economy, depends on the development of

its educational sector. Therefore, the higher education sector plays an important role in the life of

the country. The Development in the higher education sector is very basic to strengthen the

competition and in employment generation. Even though there is not yet the stage achieved of total

literacy in the country. Therefore, the Information Communication Technology plays an important

role in the providing the solution to the above issues discussed.

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As it is the well known fact that the effective administration of the Information

Communication Technology is able to provide the education to the students not only in the urban

areas but also in the rural areas equally. Therefore, it is the importance of the Information

Communication Technology to be able to deal with the issues of the effective education of the

students of the rural areas as well as the issue of the spreading the education with combination of

the interesting programme so as to achieve the total literacy and availability of the skilled

manpower, which may be the asset for the economic, cultural and social development of the

country.

Accordingly, the last two decades had witnessed a revolution in the development of the

Information Communication Technology in the administration of the higher education. The

internet use is spread out in home as well as at work place very exponentially. Therefore, the

Information Communication Technology has the potential to decrease the cost of the education.

The challenges before the administration in higher education

The challenges before the higher education are the scarcity of resources and limited

infrastructure to provide the effective higher education to the interested students as per their

choice. The Information Communication Technology has succeeded very aptly to face the

challenges before the higher education system in India. Therefore it may be said that the

Information Communication Technology has helped to the Administration to cope up the barriers

of the higher education very nicely and neatly. Therefore, it is the success of the Information

Communication Technology in the administration of the higher education to strengthen the quality

of education, decrease the costs of the education, to spread it in the rural areas, to face the number

of good teachers and their limits, limited infrastructure, minimum recourses, access to resources

etc.

Information Communication Technology as an important administrative tool

1. Informative tool: As the informative tool the Information Communication Technology

provides the different types of data in various ways like documents, audio, video etc. It is very

beneficial for the effective administration of the higher education.

2. Situating tool: As the informative tool the Information Communication Technology creates the

circumstances and situations similar to the experiences in the real life. Therefore the simulation

and virtual reality is possible. It is the basic task in the in the administration of the higher

education.

3. Constructive tool: As the informative tool the Information Communication Technology uses

and manipulate the data and generate the data analysis which may be useful to draw different types

of conclusions. It is the crux of the smooth administration of the higher education

4. Communicative tool: As the informative tool the Information Communication Technology may

remove the communication barriers like that of the space and time. Therefore the working as the

informative tool the Information Communication Technology in the administration of higher

education is effective at every time and place.

5. Duplication of work avoided The Information Communication Technology in the

administration of the higher education made it very easy to sharing the study material. as well as

the allow the networking of academics and researchers for the smooth sharing of scholarly

material. This avoids duplication of work.

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Criticism.

1. The deacease of plagiarism is very dangerous. It may affect the learning and developing skills of

the students in the higher education.

2. The Information Communication Technology is merely a communication tool rather than face

to face conversation.

3. The use of the Information Communication Technology may cause hindrance in the

development of the student ability to think independently

Hypothesis: . The Information Communication Technology has importance to determine the

cost and quality of the administration of the higher education.

It is verified and found true on the basis of the secondary data.

Findings and Conclusion.

The various changes made in the sullabus of the higher education are as per the need of the

learners and conveniance of the use of the Information Communication Technology in the

administration of the higher education. The administration of the Information Communication

Technology in the administration of the higher education may require new skills , qualities and

abilities of the learners. They would be developed by the effective use of the different tools of the

Information Communication Technology in the administration of the higher education like the

internet. The factors like the national policy,the syllabus, the learners interest and the

administraton of the Information Communication Technology in the higher education plays vital

role in the qulity, cost of the higher education. It decreases the cost of the higher education and

increases the quality of the higher education. Thus, Information Communication Technology in the

administration of the higher education is proved to be better to prepare the learners for lifelong

learning as well as to join the industry. Further, it is able to improve the quality of learning and

thus directly contributing for the development of the country’s economic growth. It may be the

effective tool to foster better teaching. However, there are some lacunas of the Information

Communication Technology in the administration of the higher education as are discussed above.

But there should be the proper balance between the use of the Information Communication

Technology in the administration of the higher education and the accountability , tranceperency,

contol, licence, qulity etc so as to lead to the democratization of education.

References:

• US Department of Labor (1999), Futurework—Trends and Challenges for Work in the 21st

Century.Quoted in EnGauge,“21st Century Skills,” North Central Regional Educational

Laboratory; available from http://www.ncrel.org/engauge/skills/21skills.htm

• International Labour Organization,“Learning and Training for Work in the Knowledge

Society;” available from http://www.Ilo.org/public/English/employment/skills/

recomm/report.

• Blurton, C.,“New Directions of ICT-Use in Education”. Available online

http://www.unesco.org/education/ educprog/lwf/dl/edict.pdf.

• Potashnik,M.and J.Capper,“Distance Education:Growth and Diversity;”available from

http://www.worldbank. org/fandd/english/pdfs/0398/0110398.pdf.

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• Haddad,Wadi D. and Jurich, Sonia (2002),“ICT for Education: Potential and Potency”, in

Haddad,W. & Drexler, A. (eds),Technologies for Education: Potentials, Parameters, and

Prospects (Washington DC: Academy for Educational Development and Paris: UNESCO),

• Agarwal, P. (2006), 'Higher education in India : the need for a change', Indian Council For

Research On International Economic Relations.

• Amutabi, M. N. & Oketch, M. O. (2003), 'Experimenting in distance education: the

AfricanVirtual University (AVU) and the paradox of the World Bank in Kenya',

International Journal of Educational Development.

• Bhattacharya, I. & Sharma, K. (2007), 'India in the knowledge economy – an electronic

paradigm', International Journal of Educational Management Vol. 21 No. 6.

• Chandra, S. & Patkar, V. (2007), 'ICTS: A catalyst for enriching the learning process and

library services in India', The International Information & Library Review.

• Cholin, V. S. (2005), 'Study of the application of information technology for effective

access to resources in Indian university libraries', The International Information & Library

Review .

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ROLE OF ICT IN EDUCATION, MANAGEMENT AND ADMINISTRATION

S.A. Pathare, G.Y. Rohokale, A.R.Abhang, A.S. Shaikh and P.G.Rohokale*

Arts, Science and Commerce College, Rahuri. Pin- 413 705 Dist. Ahmednagar, [M.S.] India

*Corresponding Author: P.G. Rohokale- [email protected]

Abstract :

Information Communication Technology (ICT) plays an important role in enhancing the quality of

education. Administration and management applications of ICT are currently popular in

institutions due to its capabilities in facilitating administration activities from data storage to

knowledge management and decision making. In the present article review of literatures regarding

applications of ICT, types of applications and their effectiveness for administrative activities in

institution is presented. Result may shed light on administrators to improvise and increase the

utilization of ICT in daily administrative tasks to make their work more efficient and effective.

Keywords : ICT; applications; administration; management;

Introduction :

In the current information age, educational institutions are expected to play crucial role as the

engine for knowledge generation and learning environment. In this regard, Information

Communication Technology (ICT) becomes the vital means to facilitate this task. ICT has become

an essential part of our everyday life; accordingly, its integration in education is inevitable and

cannot be avoided. This is due to the fact that using ICT in education has become one of the most

effective factors in institutional improvement (Tosun and Baris 2011) not only for the purpose of

teaching and learning, but also for administrative use.

ICT applications in education can be considered as an effective enabler to create access, store,

transmit and manipulate different information in audio visual form, due to the capability of ICT in

providing proactive environment (Kawade & Kulkarni, 2012). ICT applications in education may

be used for various purposes. It may be used for effective teaching-learning processes to achieve

quality and overall development of students or for administrative purposes by teachers, staff and

management team.

Many countries including India has formulated ICT strategies and policies for their education

systems administration and management. The reason is that the national governments are taking a

higher inventions position to make the technology strategy a reality.

The Indian Ministry of education articulation of ICT in education focused on developing an ICT

literate community which believe that technology will support success in the global market of the

future. Our three main areas of interests in the ICT application in education as follows:

• ICT will be used as an enabler to reduce the digital divide between the country’s

educational institutes by enabling ICT access for all students.

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• ICT will be used as teaching and learning tools in education, taught as an independent

subject and integrated into others; and

• ICT will be used to enhance the efficiency, effectiveness and productivity of management

in education.

To achieve the above goals and objectives, the Ministry provided some facilities such as

computers, ICT based tools and internet connections to all institutes nationwide. Recently, Indian

government established one new programme called “Digital India” to advance the country towards

a developed digital economy by 2020. Digital India is a national programme, based on three

strategic planning; i) to create an ecosystem that promotes the pervasive use of ICT in all aspects

of the economy to connect communities globally; ii) to interact in real time resulting in increased

Gross National Income, enhanced productivity and iii) to improve standards of living. This will

result in a developed digital economy that connects and empowers government, and citizens.

This paper reviews the various the various factors that influence the choices made by the

administrators as well as the reasons why certain ICT usages are adopted and why some are

abandoned. Moreover, the technological revolution is a major challenge for administration. One of

the challenges facing by institutes is the lack of ICT applications safe among teachers because of

their low level of literacy in ICT knowledge and capability. The purpose of this article aims to

understand the ICT applications usages in institute administration and management. More

specifically this review set out to address the following objectives:

• To identify applications of ICT for college administration and management.

• To learn about ICT application tools which are being used by college administration

and management;

• To understand effectiveness of ICT applications for administrative and management

activities.

The result of a qualitative review and analysis of the related literatures on aspects of ICT

applications in education management and administration are presented in this paper

ICT applications in Education Administration and Management :

In the recent years, ICT applications have been using in education administration and management

to support sustainable development. A software based tools and applications are piece of computer

program which execute useful tasks for tasks for education, such as word processing, desktop

publishing, running a database, creating a presentation or e-mail program. There are three main

administration groups that applying ICT in their various activities and actions in their daily

administration and management job at institutions including: Administration head, Administration

teachers and Administrative staff.

Administration Head

According to Afshari et al (2012) as an administration head, Principals should have basic skills of

using ICT in daily administrative and management job. Principals function as a role model when

computer technology is applied to administrative and management task. As an instructional leader,

principals facilitate teacher’s integration of computers in teaching and learning, as a

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transformational leaders they encourage creativity, open-mindness and facilitate conditions and

event that create a positive environment for technology adoption.

While, administrators usually apply powerpoint presentation to give an instruction and giving in

house training in a more interesting way, teachers have a more favourable attitude toward the

instruction in this way. Mwalongo (2011) has found that administration use ICT applications, to

prepare college announcements, reports, letters for meeting, student registration and teachers and

staff employment. Besides, ICT applications also used effectively by administrator in decision

making process, store information as well as online applications.

Webb (2011) noted that instructional leaders directly and indirectly determine the success or

failure of teacher competencies in instructional technology. These leaders are also instrumental in

integrating technology into classroom curriculum through the teachers that are employed.

Administrators play major role in providing successful learning environments and they should

make it possible for their teachers to adopt technology to make difference.

Administrative Staff

ICT applications also can be used by administrative staff for doing their daily responsibilities

faster and more accurate. Administrative staff uses different type of tools to handle financial work,

maintain communication, keep records, process documents and to collect data. By using ICT

applications they can handle these responsibilities more effective and efficient. Besides, using ICT

applications would help them in recording college financial documents such as balance sheet, pay

slip, audit reports, non- salary grants and stocks keeping as well as student evaluation report and

overall student records for future references.

ICT Application Tools in Education Administration and Management

There are lots of ICT application tools that have been vastly using in education administration and

management. Available ICT applications for education administrative purposes are internet,

websites, software and hardware such as printers, scanners, photocopy machines and computers.

The brief information on ICT tools that been widely used in Arts, Science and Commerce College,

Rahuri Tal- Rahuri Dist. Ahmednagar (Maharashtra, India) education administration and

management are as follows:

Internet-based and web-based tools

In the last two decades, the Internet and ICT application tools have been expanded into the field of

education all over the world. This is due to capability of internet to provide opportunities for

introducing advanced teaching-learning methods. The advanced and modern methods of learning

are able to prepare students as skilled workforce for future.

There are much evidence on the application of the internet in Rahuri College education administration as well as for teaching. Teachers encourage students to communicate with them personally via email, online forum etc. Social networks like facebook and twitter are used to share insights on a particular academic topic to create subject awareness and liking among students.

Sms alerts - Effective communication time. Better decisions and ease to students and staff. Better planning of resources. Eg. Time saved by a student travelling to college from 15km. Faster actions or results. Eg. Fast fee recovery on sms compared to traditional communication modes. In our

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college, during examination period students are getting their room number and hall number through sms. Reducing information delivery time - providing students and staff with required information as fast as possible on self query. Transparency in transactions.

Detailed and customized reports for datamanagement. Analytics and trend reports to help improve management and administration decisions. further Research based on the data. Methods used by college to make rural students digital device friendly. Introduce to new devices and software tools. Eg. Orientation courses for softwares related to chemistry or biology labs.

It shows the trust by teachers that the internet provides access to valuable online resources of data and tools that can be useful for both groups of students and teachers. On the other hand, web based or internet based searching, communicating and managing materials will directly and indirectly improves the organization’s performance. Moreover, internet based tools also have created wide opportunities for college management to leverage their resources. Internet is the most dominant enabler toward better, faster and cheaper approach in operating administration and management daily tasks such as information processing, information transferring, information storing and information retrieving. Thus, College’s administrations ought to pay more attention to give knowledge and information access on the Internet based educational applications and tools to all academic and non- academic staff.

Hardware applications

Each year computers and other information technology and Communication hardware evolve. New

machines and new equipment create new opportunities especially in education administration to

make management process easier, faster and cheaper. In this context, we can see there are some

common ICT application tools that have equipped college administration and management such as

computers, photocopy machines, TVs, radio, digital cameras, scanners, DVD players, Laptops,

multimedia projector and overhead projectors. Computers were used to store various documents of

the administration, pupils and other staffs. Furthermore, interactive whiteboard, smart board and

multimedia projectors are widely used by administrator for handling meetings, in- house training

for teachers and staff, video conferencing and presentation purposes.

In Rahuri college all the above equipments are being used creatively for effective teaching and

learning as well as good and fluent management tasks.

Software applications

College administration and management tend to use various software applications in their

administration job purposes. The most frequently used applications by college administration and

management were office tools such as Microsoft Office and Tally. Now a day’s administrators are

familiar with range of softwares that handles information, particularly spread sheets and databases.

Although this will be time consuming, databases potentially offer much more efficient and

effective ways to manage information that most colleges currently use.

In our Rahuri College, we have constructed software as per our requirements. By using that

software we are very much close to be identified as an Paperless office college. With the help of

that software we are maintaining our day to day record, leave management, accounts etc. more

effectively and efficiently.

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Effectiveness of ICT application in an Educational Administration and Management

Effectiveness is degree to which an organisation’s desired goals are correctly achieved bearing in

mind the demands from both internal and exterior environments. According to Lin et.al (2011)

“Effectiveness” is a goal set by administrative leaders through their leadership strategies to help

institutes reach certain achievements. Using of ICT applications in educational administration will

help them to achieve goal easily.

The evidence of Rahuri college shows that teachers response positively in job satisfaction with

using ICT applications such as hardware and softwares to support their administration and

management responsibilities.

Apart from sufficient financial support, data management is also effective part of college headship.

It is important that college maintains accurate with update information on its all level and aspects.

In this regard ICT application helps a lot to keep the records of all levels and aspects of college

including students, teachers’ staff, and details of meetings minutes, college publicity, curriculum

development materials and entire management information. Moreover, by using ICT application

transaction between colleges and educational department will be more direct and efficient, that

alleviating the manual collection and checking of necessary data minimising the duplication of

data on college teachers and students.

In addition, ICT applications also save time and man power, make students active, simplify

teachers works, reduce office cost and increase reusability. Overall ICT applications increase

quality of teaching significantly and at same time it reduces the workload.

Conclusion

In order to fully benefit from the current information era, everyone should be equipped with

knowledge and skills related to ICT. In this regard, capacity building and ICT literacy are essential

to be considered by the authorities especially in education field. College administration and

management should consider the fact that application of ICT in education can contribute to achieve

universal educating worldwide. For that reason, effective strategic planning for use of ICT

application for administration and management that facilitate opportunities for all students,

teachers and staff is essential.

References:

• Tosun N & Baris M.F. The Turkish online journal of educational technology, 10(01), 223-

231

• Kawade D.R. Pioneer Journal, Conference Proceeding.

• Afshari M; Ghavifekr S; Saedah Siraj; Rahmad Sukor; Life Science Journal, 9(1), 281-284.

• Webb L; National Forum of Educational Administration & Supervison Journal, 28(4), 1-7.

• Lin R; Xie J; Jeng Y; Wang Z; Management in Education SAGE. 25(3) 112-118.

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ADMINISTRATIVE SOFTWARE: DEFINITION, TYPES, CHARACTERISTIC

FEATURES, & FEDENA

Prof. Rahul S. Sonawane

Asst. Professor, Dept. of English Samajshri Prashant Dada Hiray, Arts, Science, & Commerce College, Nampur,

Tal. Baglan, Dist. Nashik [MS], India.

Abstract :

Administrative software is computer programs that are used to expedite (accelerate/ Speedup)

storage of data while streamlining the complexity of administrative and management tasks. Some

domains where this software can be implemented include student management systems;

transportation mapping packages, personnel records systems, and so on.

Keywords : Administrative software, office productive software, MS Word, MS Excel, MS PowerPoint, MS Access, MS Publisher, Capterra, ERP Software, Fedena. Introduction :

With the advancements in technology and communication, educational professionals continue to face higher expectations around productivity, transparency and accountability. As expectations of students, teachers, administrators and the greater community continue to rise, schools/ Colleges need to adjust the efficiency with which they perform tasks. (SchoolDude, 2016) Traditionally in Schools/ Colleges administrators used to manage work individually. Now a days Administrative software is gaining more importance as we are moving from traditionally maintained offices to the automated offices and classrooms. Administrative software takes over the tradition and provides a comprehensive solution. It improves efficiency and effectiveness in School/ College Administration. It also brings down the cost in administration. (EGA Futura, 2016) So, Let us examine the important definition of “Administrative Software” Administrative Software – Definition :

“Administrative software is computer programs that are used to expedite (accelerate/ Speedup) storage of data while streamlining the complexity of administrative and management tasks. Some domains where this software can be implemented include student management systems; transportation mapping packages, personnel records systems, and so on.”

(EGA Futura Business Encyclopedia, 2016) Aims :

1. This research article will lead us through an exploration of administrative software and how its types of programs can assist us in our professional responsibilities, from managing our classroom to helping our students learn.

2. It will also helps us to gain the skills we need to effectively evaluate and select the software that will help us to do our job and benefit our students.

Objectives :

1. To explore the differences between administrative and academic software 2. To identify how various types of administrative software can help us to be more effective

and efficient in carrying out our professional responsibilities

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3. To examine how the major types of administrative software such as Fedena can be used to enhance the learning environment

Types of Administrative software :

1. Productivity software

Productive software is generic business application software that can perform administrative tasks such as documents, spreadsheets, databases, presentations, charts and graphs, and so on. Productive software is generally used in offices in Schools/ Colleges. These are called office productive software. Office Productive Software :

Office productivity software can serve user well by doing their administrative tasks. Any program that helps people “produce” information is referred to as productive software. Some popular examples of office productivity software include Excel, PowerPoint, Word, Access, Publisher, etc.

a. Word processing is widely used to create and edit a typed document. b. A spreadsheet is used to organize data in rows and columns in a word sheet. Data stored

in cells can hold numbers, formulas and functions. 2. School/ College and Class-room management software

This type of software assists educators in accomplishing tasks associated with the day-to-day

management of their classrooms or their schools. This is primarily meant to save teachers and administrators time and energy so they can concentrate on their students. It assists them in keeping student records, taking attendance, creating an up-to-date seating chart, or managing fees. 3. Portfolio Assessment Software

Portfolio assessment is a type of performance assessment tool that enables the teacher to assess competencies on the basis of a collection of student work. It provides the teacher with the tools necessary to document student achievements. These tools include portfolio formats and checklists, cross-referencing to standards, the ability to add comments, and create custom reports. 4. Remote Administrative Software

This is the most popular software Now-a-days. It allows a remote operator to control a system that is to run remotely on one system while being displayed on a separate client device. Remote administrative software has varying features and is usually customized to cater to the client’s requirements. Some allow attaching to an existing user's session and "remote controlling". Taking over a desktop remotely is one of the more prominent types of remote administration. The operator controls through a network connection. Characteristic Features of Administrative Software

A true Education Administration Software System is designed to help the administrator to manage all aspects of our organization. The Administrative software should handle the essential as well as day-to-day operations. (Administrative Software Application, 2016) The details of the essential as well as day-to-day operations are as follows: 1. Online Registration System

Students can register and enroll online easily.

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2. Class and Activity Management

Student/ Teachers Timetables, Schedules, Fee charts, Student Data, Dropouts and transfers management

3. Payments and Financial Reporting

Collect online payments, track the revenue, cash and receivables 4. Student Information Management

Customizable (Editable) Student registration forms, Comprehensive history of students, Families, Find and retrieve information when needed, Systematize information retrieval system.

5. Communication Tools

Send data to selected students based on filters and conditions, always find information when you needed

6. Reporting Analytics

Ability to create academic reports (attendance, roll call), financial (Cash, revenue), analytics (trends)

After studying the basic functions of administrative software. Let us analyze some trends in Administrative software in the online market. www.capterra.com is an online tool where we can find the latest business software. Every month, Capterra helps thousands of businesses & nonprofits to find the software that will allow them to improve grow and succeed.(Capterra, 2016) In this research article, we are going to study Fedena (www.fedena.com). Fedena is considered as All-in-one College and School Management Software. Fedena : School/ College Enterprise Ressource Planning (ERP) Software – A Case Study

Fedena School ERP has every feature you will ever need to run your institution efficiently. Fedena School ERP System provides user-friendly dashboards with login access for teachers, non-teaching staff, students, parents and management personnel of your institution. The various modules available in Fedena facilitate all the processes of your institution, from admission of new students to generating transfer certificates when students complete their studies. (Foradian Technologies, 2016) Fedena : 18 Core Modules

1. Courses and Batches

Configure and manage multiple courses and batches according to your institution’s systems and process.

2. Human Resources

Record and organize all employee details enabling quick access to employee information, and effective management of employee payroll and leave.

3. Student Attendance

Mark and track student attendance quickly to enable teachers to focus on the lesson at hand.

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4. Timetable

Create clear and error free timetables within minutes ensuring the best utilization and optimization of teachers and employees across your institution.

5. Examination

From supporting grading systems such as ICSE, CCE, CWA, and GPA to generating various student examinations reports, schedule and manage examinations effortlessly to fit the needs of your institution.

6. Customisable Dashboards

Simple, yet beautifully designed live dashboards for each user role featuring customizable ‘dashlets’ that allows quick access to your favorite and most important information, and an innovative search bar with 'Action Search' functionality.

7. Student Admission

Efficiently manage the complete student admission process using customized admission forms and help welcome applicants that are the best fit for your institution.

8. News Management

Spread the news and keep all your employees and students engaged by bringing the latest happenings on campus right to their dashboards and mobile phones.

9. User Management

Four user roles—Administrator, Employee, Student, and Parent—that determine what the user can and cannot do within Fedena. Administrators can assign and manage employee privileges based on the role played in the institution.

10. Institute/Event Calendar

Inform, and be informed of events happening on and off campus by glancing at your color coded Fedena calendar.

11. Finance

Secure, comprehensive, and robust—the Finance module provides a fast and efficient way to register financial transactions, automate transactions, and generate financial reports that will help you gain financial insight on managing costs and expenditures.

12. Student Information

A quick and easy way to search and access all your student records, both current and archived using various filters.

13. Student/Parent Login

Secure personalized login credentials for every student and parent; to empower all students to make the most of Fedena and achieve their educational goals, while facilitating parents to monitor and track their ward’s progress reports, results, attendance, and many more.

14. Employee/Teacher Login

Secure personalized login credentials for every employee, allowing them to perform their tasks efficiently depending on the privileges assigned by their roles.

15. Messaging System

An inbuilt messaging system for quick and easy communication between employees, students, and parents that also acts as a reminder system by sending the user prompt reminders.

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16. Report Center

Generate various reports on your students, employees, courses, and fee schedules.

17. Custom Student Remarks

Provide feedback and general comments about a student’s performance in class and in examinations.

18. SMS integration

Communicate with students, parents, and employees on a more personal level by sending SMS text messages right to their mobile phones from Fedena. Customize the SMS settings to deliver alerts when specific events occur in Fedena.

Conclusion :

Continuous development, automation is not hard, but it chages the people work in any institution. In this research article, I have provided the basic background information and a case study of Fedena, Which is necessary to understand the term “Administrative Software”. The next step is yours: How you get to put these concepts in action.

References :

• Administrative Software (2016, August, 15). Retrieved from - http://www.egafutura.com/wiki-en/administrative-software

• School Administration Software Platform (2016, August, 17). Retrieved from - http://www.asapconnected.com/

• ASAP – Core Essential Features (2016, August, 18). Retrieved from - http://www.asapconnected.com/features/

• Maintenance Management (2016, August, 21) Retireved from - https://www.schooldude.com/Solutions/Overview/Maintenance/Maintenance-Description

• Productivity Software (2016, August, 23) Retrieved from - https://en.wikipedia.org/wiki/Productivity_software#Office_suite

• Classroom Management (2016, August, 27) Retrieved from - https://en.wikipedia.org/wiki/Classroom_management

• Portfolio Management (2016, August, 30) Retrieved from - https://en.wikipedia.org/wiki/Portfolio_management

• Remote Administration Software (2016, September, 5) Retrieved from - https://en.wikipedia.org/wiki/Remote_administration_software

• School Administration software (2016, September, 7) Retrieved from - http://www.capterra.com/school-administration-software/

• All-in-one College and School Management Software (2016, September, 10) Retrieved from - http://www.fedena.com/

• Ultimate School ERP software for all kinds of Institutes (2016, September 15) Retrieved from - http://www.fedena.com/feature_tour

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USE OF ICT IN TEACHING COMPULSORY ENGLISH IN RURAL COLLEGES

Dr. Kamble Umesh Dattatraya

Shri. Dnyaneshwar Mahavidyalya Newasa [M.S.] India

Abstract :

At the outset the paper tries to find out the possibilities of immense transformation with the

introduction of ICT in rural India and the same time identifies various ICT tools and their use in

making learning English a best experience.

Key Words : ICT, Rural India, Compulsory English

The Knowledge explosion in the present era is rapidly changing educational scenario in India,

diminishing the gap of rural and urban learning process. The focused educational environment

expects the students to get competent to meet global challenges. It must be said that present

transition is result of government policies and advanced technology, reciprocal with the future

employment. The immediate changes introduced in the form of infrastructure, internet

accessibility, the use of software and hardware are contributing in both ways generating the

employability and launching proficient employers catering the need of the newer setup. The paper

proposes that the use of ICT in teaching compulsory English in Rural colleges would be of greater

help to the students. It must be said basic knowledge of English along with the adequate soft skills

can help them to secure good job and better life style. In metro cities new careers options in

medical transcription, BPOs and Call centres are arresting the attention of students as its basic

requirements are good command over English language and soft skills while rural students are

somewhat far from tapping the opportunity. The next citation makes it clear how ICT technology

has changed Indian economy, “about 90 per cent of BPO are situated in 9 cities-Ahmadabad,

Bangalore, Chennai, Hyderabad, Kochi, Kolkata, Mumbai, Greater Delhi, and Pune. Most of the

BPO services in India are related to medical transcription, call centre, and back office operations.

The BPO has registered a significant growth both in terms of revenue and employment between

2001 and 2003. Its revenue grew to US$ 2.3 and it employed over 171,100 skilled people in 2002-

03. The ITES-BPO sector in India in 2002-03 accounted for 2 per cent of the global market and its

revenue grew by 59 per cent to Rs. 113b1.” The metalized facts are the results of the proper

training given to the Indian workers taught with the help of ICT. It may be said that same potential

of ICT can be exploited for the bigger classes through it we may achieve two things, one early

exposure to ICT techniques will make them competent in use of it. Their assignments, notes or

PPT presentation would give them opportunity to rethink topics and achieve the results on the

defined curriculum line. User friendly software can contribute in examining and difficulty solving,

‘make available data sets to process and retrieve information form used in learning process. Online

resources – books, courses, and media materials’ have become common sources which are

enhancing possibilities of easier and cheaper education mode to the masses.

But the contrast in the rural India is quite darker considering the present time. The classes in the

rural area are going with traditional approach giving no opportunity to the learners, passive

receivers confined to jotting down notes or referring books without understanding the real

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application. But the invention of user-friendly technical advances discussed above is quite

promising which can easily cater education flexibly and effectively to the students. Considering

the following proposition it must be said that technology has an important role in teaching

secondary language, English in rural colleges. The crowded compulsory class is a common picture

in India. I propose that the student’s attendance about eighty to hundred in rural colleges hardly

bring them on the same platform of learning process. The result is students are confused and

unwilling to involve spontaneously in the learning process. The disaster is complemented with the

overburdened teachers and unwillingness of the stakeholders to bring about change in the milieu.

The Information and Communication Technology (ICT), tools can transform the learning process

and can make it simpler and more interactive for the students. The use of ICT tools Multimedia,

Desk Top, Laptop, Notebook, Tablet, CDS, DVDS, Android phone, Handy Cam and Still Camera

are decisive digital teaching aids. It can radically change and replace the traditional approach.

Teachers in the newer setup will be enjoying firsthand knowledge of technology and freedom in

subject presentation. He can combine variety of methods for teaching such as discussion, synopsis

or communicative, intended primarily to mobilise them. With the help of LCD projector he can

create common virtual book; supported with the audio mode wherever necessary. The teacher

occupies main place in the process of imparting knowledge as he is equipped with power of the

technology. The topic presentation would be more colourful and specific. Audio setting will make

him audible in the large classes. More effective voice more face to face teaching will be. It will

contribute in creating a potent learning environment for participants. Net connected classes would

transform the process. The four basic skills reading, writing, listening and speaking can be

designed according to the need of the student. The process would be simple with liberal material

borrowing form search engines such as images, charts, readymade notes, unavailable original texts

library, experts view in the form of writing or videos, movies based on texts or at the same time

college can develop one’s own ‘digital archive’1 for future. Use of online dictionary for

pronunciation or study the class of words with variety usage may give them extensive exercise on

articulation and listening practice too. An article or passage from the online library British library

may be downloaded for the students. The clips will be easily available on their mobiles. The

connectivity can make the teacher capable to share internationally accepted models and make the

learning experience unique for them. Even foreign faculties and their views can be easily inducted

in the ongoing classes. Same kinds of benefits are addressed on the website of NCERT, according

to it, community radio, local language tool and local content, translations; subtitling video;

disability and assistive technologies – screen readers for the visually impaired, audio books,

talking books; collaborative tools and talking books; collaborative possibilities –wiki, open maps,

data repositories and forums’2 It means a range of resources can be assimilated to achieve the

effective teaching and the ICT will transform the teaching and learning process in the coming

days. To conclude, teacher with the help of technology can easily channelize students and can

help them to identify the learning process on priority basis. The colourful presentation with

adequate combination of material such as images, sounds can contribute in their comprehension.

Above all the activity will be time bound and more interactive achieving goals of teaching.

Reference :

• Chun Lu, Chin-Chung Tsai, and Di Wu. "The Role of ICT Infrastructure in Its Application

to Classrooms: A Large Scale Survey for Middle and Primary Schools in China." Journal

of Educational Technology & Society 18.2 (2015): 249-61. Web.

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• Florian, Lani, and Hegarty, John. ICT and Special Educational Needs. Berkshire, GB:

Open University Press, 2007. ProQuest ebrary. Web. 15 September 2016.

• http;//www.ncert.nic.in/announcements/notices/pdf_files/ICT/20Curriculuma.pdf

• Murat Hismanoglu. "Prospective EFL Teachers' Perceptions of ICT Integration: A Study of

Distance Higher Education in Turkey." Journal of Educational Technology & Society 15.1 (2012): 185-96. Web

• OULTON, NICHOLAS. "ICT AND PRODUCTIVITY GROWTH IN THE UNITED

KINGDOM." Oxford Review of Economic Policy 18.3 (2002): 363-79. Web.

• Qiyun Wang, and Huay Lit Woo. "Systematic Planning for ICT Integration in Topic

Learning." Journal of Educational Technology & Society 10.1 (2007): 148-56. Web.

• Zhang, Tiedao. International Review of Education / International Zeitschrift Für Erziehungswissenschaft / Revue Internationale De L'Education 51.4 (2005): 369-70. Web

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USE OF ICT IN ADMINISTRATIVE WORK

Mr. Avinash R. Chintamani

Assistant Professor B.Y.K. (Sinnar) College of Commerce, Nashik [MS] India.

Email: [email protected]

Abstract :

For the sake of effective administration use of Information and Communication Technology

(ICT) is must. ICT helps to bring efficiency and transparency in the daily practices of

administration. Administrative working complexity in the area of higher education is increasing

day by day. To handle such complexity in this areas use of ICT will be beneficial. Now a days

various tools of ICT are available. Institution can select these tools as per their nature of work and

ability to employ.

Keywords : ICT, administration, administrative staff and teaching staff.

Introduction:

The very expression Information and Communication Technology has lots of ideas in it. It

is not just using gadgets. The focus is on what is being transacted through this medium. We have

information technology and communication technology. Managing of large quantities of

information and communicating the same to the concerned people is the need of the hour. Hence

the name is ICT. It is a very comprehensive expression. It is not limited to the computers or the

internet. It ranges from the use of FM radio to the use of satellite for communication. It includes

both the form and essence of communication. ICT has the potential to make learning more

experiential. Moreover the large amount of data, visuals available on any topic can be brought to

the classroom from all over the world. That is why ICT has been considered an emerging area with

lots of potential for making educational process more meaningful.

This paper deals with use of Information and Communication Technology in administrative

work of higher education. Various administrative activities performed by teachers and

administrative staff are considered. Teachers in higher education successfully complete various

administrative tasks alongwith administrative staff. Use of ICT can smoothen the task perform by

them. Various possible ICT techniques are discussed in this paper.

Objectives:

1. To understand various possible uses of ICT by teaching staff in administrative work.

2. To understand various possible uses of ICT by administrative staff.

3. To study benefits of respective ICT tools to be used in administrative work in brief.

Scope:

This paper deals with use of ICT in administrative work of higher education.

Uses of Various Tools of ICT to Teaching and Administrative Staff:

Teaching staff in higher education also works on various administrative committees. Use of

ICT while delivering administrative task helps to work smoothly. For the sake of this following

tools related with ICT are considered useful.

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1. Separate Computer Lab:

Separate computer lab can be established for teaching staff where they can do their

administrative work belongs to their respective committees which are assigned to them.

Without this it could be difficult to perform administrative work or committee work

smoothly, efficiently and in time. Benefits of this tool are as follows:

• Faster communication of information to inside and outside elements.

• Self-dependency while making communication.

• Preparation of information and using this for communication in electronic

form.

• Maintenance of administrative data in electronic form.

• Use of printing technology in computer lab helps to convert digital reports

in print form. This further can be utilized for communication.

2. Networking Tools:

Networking means connecting two or more computers with each other through

LAN or WAN. This also helps to connect printers, scanners and other digital equipments

through networking. Following are the benefits.

• It helps to transfer the data from one computer to another one without any

removable storage.

• Centralize data storage system is possible.

• Easy sharing of data is possible.

• Information can be collected from one single place.

• Sharing of other devices from one place is possible.

• Information flow becomes easy.

3. Wi-Fi Campus:

It is system through which devices can be connected with radio signals. This

connectivity allows devices to get information from internet and also helps to make

communication properly. Wi-Fi campus also helps to connect devices with wireless

technology. Benefits of this are are as follows:

• Any time and any where connectivity in the campus.

• Individual location tracking is possible.

• Easy to make communication thorough emails and messengers as sender get

the signals of Wi-Fi in the campus.

• One more step towards digitalization.

• Password protected signals makes this connection safe.

4. Printing Tools:

Printing technology includes traditional printing and cloud printing. Technology

setup in the institution helps to generate information from digital form into print form.

Cloud printing helps to convert digital reports into printing form from any place. Sender

can send the request of printing from any place. There is no any kind of requirement of

wire and Wi-Fi connectivity. Internet and cloud account helps for the same.

• Barrier of location is resolved.

• Any kind of devices is possible to use for sending and receiving printing

orders that is connected with cloud account.

• Mobile and portable devices are also able to connect.

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• Free to use. It does not contribute to cost.

5. Google Calendar:

Google calendar is another step towards the maintenance of events. This provides

extra ground of working than traditional calendar system. Events can be shares with other

persons and it helps to remind that another person about upcoming events in nearest future.

• Sharing of administrative event is possible with other staff members.

• It is useful for events like meetings, programmes, guest visits, inspections

etc.

• No need of manual reminders to respective persons. Google calendar send

such reminders electronically.

• Shared events can be kept closed or public. So that confidentiality can be

kept.

• It is free to use.

6. Google Docs:

Computer helps to create documentation with the help of software. Transfer of such

documents is possible by way of removable devices and networking. Google docs help to

work on documentation online. This can be accessible by anywhere where internet is

available and by the person with whom it is shared.

• Many persons can work on the same documents from their location.

• Creation and filling of form is possible.

• Accessibility of documents at any place.

• Free and does not contribute in terms of cost for software.

7. Intranet And Internet Portal:

Intranet portal works as a web portal which works inside in the organization on

which documentation and communication can be done internally in the organization. When

web portal is managed through internet and above activities is done on this portal then it is

called as internet portal. These portals can bear login id and password facility for

prevention of information hacking.

8. E Mail Client:

Apart from regular emails, administrative office can set separate email client

software for more effective communication. This can work on computers and mobiles also.

Because of this external internet traffic will get blocked.

9. Presentation Aids Like Projector, Digital Boards:

Digital boards and projectors can help to make presentation with new and modern

techniques infront of other outside committees and officials also.

10. SMS Alert Facilities:

Portal based SMS facilities can be used for making people aware in the office and

institution. With the help of this one can make communication for meetings, events and

many things.

11. Use Of Software:

Use of readymade or customize software can be done by administrative staff.

Nature of software depends on the type of work performed by the person. Therefore

considering comfort of that person software can be prepared.

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12. Video Conferencing Facility:

This facility can be used by staff members so that they can make digital

communication with other person who far from the location.

13. Online Admissions:

For efficient and smooth administrative work online admission can also play

important role. Institution may ask to student to enroll themselves on web portal of the

institution for admission. The data generated through online admission can be used further

for preparation of roll call, examination hall tickets and for final examination.

14. Kiosk:

Kiosk is the self serving and response generated digital system. It is now gaining its

importance in India. One can serve himself through this system. Kiosk provides certain

menus through which one person can get the information and also can order the desired

information. Kiosk needs input of data which can be stored or updated by the respective

person who is working in administration.

Conclusion :

Information and Communication Technology (ICT) has its own importance for better

administration. Smooth, efficient and transparent administration is possible because of ICT. There

are various tools available in ICT because of which administrative work can be performed

effectively. These tools of ICT can be selected as per the requirement of institution. There would

be one time capital investment of such tools belongs to ICT but on the other hand some tools are

available for free of cost. There are long term uses and benefits of ICT.

References :

• Saxena S.S., (2016), ‘Critical Understanding of ICT’, Rakhi Prakashan Pvt Ltd, ISBN:

938142781X.

• Gary B., (2013), ‘ICT in the Primary School’, Routledge, ISBN: 1317861280.

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THE ROLE OF ICT IN ENGLISH LANGUAGE LEARNING

Prof. Smt. Pranali P. Jivrakh.

Arts and Commerce College, Satpur, Nashik [MS] India.

Abstract :

This article discusses the role of ICT in learning English language. Information communication

technologies (ICT) at present are influencing every aspect of human life. The influences are felt

more and more at schools and colleges. Because ICT's provide both students and teachers with

more opportunities in adapting learning and teaching to individual needs. The main purpose of

this paper is to investigate how English can be taught with ICT. This paper also focuses on the

advantages and disadvantages of the ICT in teaching and learning process of English language.

Keywords : Information Communication Technologies (ICT), English, Teaching, Learning,

language, Internet.

English is dominant language of the internet. An estimated 80% of online content is in English. A

large proportion of the educational software produced in the world market is in English. The

technical innovations of ICT's is trying to improve the quality of education in developing countries

like India .Information and Communication Technologies (ICT's)-- which include radio and

television, as well as newer digital technologies such as computers and the Internet--have been

used as potentially powerful enabling tools for educational change and reform. It helps to make

teaching and learning into an engaging, active process connected to real life. This article refers to

the computer and internet connections used to handle and communicate information for learning

purpose.

The field of English language education is also keeping pace with the progress of educational

informationization, sparked by growing awareness that English and information literary skills

would maximize the opportunity to interact with the outside world and eventually bring about the

country's economic wealth and geopolitical leadership. Moreover in the belief that a good

command of the English language is of vital importance in reaping the benefits of new

technologies and vice versa. And so many school and colleges are now actively undertakes

technology enhanced curriculum reform in English language education. Many universities are now

highlighted the use of ICT for learning and teaching English to foster communication skills

formative evaluation and student centered learning.

In many Indian universities students lack of oral proficiency even after spending so many hours on

learning English. And to solve this major problem now many universities called for integrating

computer based teaching materials and software into English teaching and learning. The following

are the most important learning methods of ICT.

E learning: -is a learning program that makes use of an information network-such as the Internet,

an intranet (LAN) or extranet (WAN) whether wholly or in part , for course delivery, interaction

and/or facilitation Web-based learning is a subset of e -learning and refers to learning using an

internet browser such as the Moodle, blackboard or internet explorer.

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Blended Learning: - refers to learning models that combines the face-to-face classroom practice

with e-learning solutions. For example, a teacher may facilitate student learning in class contact

and uses the Moodle (modular object oriented dynamic learning environment) to facilitate out of

class learning.

Thus an internet Connection would be needed for a computer to be included in the term ICT. There

is rapid technological development over the last forty years .Now a days many useful webpages

and lesson plans are available to integrate ICT in language teaching it is important to plan the

lessons well and if working with the Internet ensure that the webpage has existed for a longer

period of time. It should be preferably not be a personal homepage but rather a professional one

that is likely to stay the same for a longer period of time. Furthermore the teacher should be

prepared for unexpected power cuts or technical problems of some other kind . The best to prepare

for this is to have a back-up plan. Not at all material found on internet is safe or advisable for

children of teenagers to use and it is teachers’ responsibility to check the material and webpages

that are to be used, as well as observe the pupils during the class.

Apart from working on computers in class there is possibility to work with interactive white boards

some time called smart boards. A smart board is also work as traditional white board but is also

connected to the internet. There is special teaching material is related to be used on a smart board

.It includes instance interactive exercises where words or pieces of sentence can be dragged around

the board. Clever boards are the newer version of smart boards and function in a similar way.

There are several tips for teachers who want to interact with other language teachers who use ICT,

for example to subscribe listserv for language teachers. The listserv is free for anyone to subscribe

to and a way to receive many suggestions on how to work with ICT.

When it comes to ICT and language learning, a common term used is CALL, which stands for

Computer-Aided Language Learning. When CALL started, in the 1960s, most of its exercises were

drill-exercise, but over the years CALL has come to include tasks of more communicative nature

.ICALL ( Intelligent CALL) is an attempt to create programs that adapt to the pupil. The program

can be aware if the language components that a specific pupil needs to practice more. CALL -

exercises usually mean tasks where the computer is the tutor and pupil need to provide some kind

of response, either by clicking ,filling in a word or saying something in a microphone. There is

CALL -exercises that let students practice grammar and these can be found on the Internet or on

CD/DVD. Most common are webpages with different kinds of 'fill in the gap'-exercises. The user

can choose what subject or grammatical features s/he wants to practice and the correct answer will

appear instantly, or as soon as all the exercises on the page are filled in. There are games also that

let the pupil practice linguistic features such as word classes. Teachers or students can create their

own exercises on Internet. Another useful resource on the Internet is the many corpora available.

There are different kinds of corpora, some are more general while others deal with comparisons

between different languages, or are tailored for language teachers to analyze common mistakes

made by students.

The advantages and disadvantages of ICT

There are several benefits of using ICT in the language classroom. First of all, ICT helps to create

more variation in classroom, it motivate the students to learn the target language. Secondly the

Internet provides the opportunity for students from all over the world to interact with each other.

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Also pupils with learning disabilities can greatly benefit from the use of ICT. There are great

number of computer resources produce especially with such pupils mind , for instance text with an

easier languages or more images and colors lastly .ICT offer the opportunity for more student

center teaching which create enthusiasm for learning amongst students .It tries to broadening

access to quality educational service for learners at all levels of the education system.

There are some problems that might occur in language classroom where ICT is implemented, first

is the lack of computer, or that the computers are old and slow. Secondly there is lack of technical

support in many schools, and then the fact that many teachers do not possess enough knowledge of

working with ICT.in general or specifically in the teaching of English .Sometimes pupils lack

sufficient knowledge of computers. Computers may limit students’ imaginations. Students may be

easily distracted from their learning and they visit unwanted sites. Students may have less

opportunity to use oral skills and handwriting.

Thus this article attempts to discuss the role of ICT in learning English language. E-learning,

Blended learning, CALL, Corpora, Smart boards are some important activities and tools which we

can use to learn English language. ICTs are making major differences in the teaching approaches.

ICT- enhance learning environment facilitates active, collaborative, creative, integrative, and

evaluative learning as an advantage over traditional method.

References :

• Brosnan, T. (2001). Teaching Using ICT .University of London: Institute of education

• Dudeney, Gavin. (2007). The Internet and the Language Classroom .Cambridge :

Cambridge university press I

• Kenning, Marie-Madelin., (2007). ICT and Language Learning. Chippenham and

Eastbourne : Antony Rowe Ltd.

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THE IMPACTS OF ICTS IN INDIAN BANKING INDUSTRY

Dr. S. K. More

Assistant Professor in Dept. of Commerce, K.G. D.M. College,

Niphad, Dist –Nashik [M.S.] India

Mob. +91 9923138418 / E-mail:- [email protected]

Abstract :-

ICT help banks improve the efficiency and effectiveness of services offered to customers, and

enhances business processes, managerial decision making, and workgroup collaborations, which

strengthens their competitive positions in rapidly changing and emerging economies. This paper

considers the impacts and trends of ICTs on the banking industry of the 21st century. Information

and communication technology (ICT) has become the heart of banking sector, while banking

industry is the heart of every robust economy. The effect of globalization, competition and

innovation in the banking industry by its providers to offer their services makes essential the

understanding of how various aspects of consumer behavior affect the innovation. The present

paper discusses the Impacts of ICTs in Indian banking industry.

Key Words : - ICT, E-Banking, Electronic Payment Systems, Electronic Crime.

Introduction:-

The ICT development has a significant effect on development of more flexible and user friendly

banking services. Today, information and communication technology has become the heart of

banking sector, while banking industry is the heart of every robust economy. If it collapses so will

the economy. ICT has created a new infrastructure for the world economy to become truly global

and also provided the users of new technology a competitive advantage over their rivals. Electronic

banking system has become the main technology driven revolution in conducting financial

transactions. However, banks have made huge investments in telecommunication and electronic

systems, users have also been validated to accept electronic banking system as useful and easy to

use.

Objectives of The Study:-

1. To study the impacts of ICTs in Indian Banking Industry.

2. To study electronic payment systems in India

3. To study the electronic crime in Banking Sector in India.

Importance of The Study:-

In the banking sector, developments in ICT have had large effect in development of more flexible

payment methods & more efficient banking services. New banking delivery channels have made

banking services convenient to customers and bank customers may now perform their banking

transactions at the place and time of their choice. Indian banking & financial sector have seen

several transformations over the last decade. Implementation & use of ICT began from back office

automation, which was aimed largely at processing of voluminous data & automation of cheque

clearing operations, technology moved to the front desk in the form of total branch automation.

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Research Methodology:-

This study is descriptive in nature. Data used in this study are collected basically from secondary

sources. Secondary data is collected from various sources like annual report of Reserve Bank of

India, journals, books, journals, magazines, research papers and Internet websites.

Review of Literature:-

Sharma, Surinder; Singh, Ramandeep (Nov 2011) ICT is helpful to the banking regulatory

authorities, customers and the researchers in the area for the qualitative expansion of Internet

banking in India.

A review of the work done in the area of Electronic crime or or Computer crime. In this paper

some of the pertinent literature available scanned which are collected from various research

papers, articles and books related with the topic which shows that work have been carried out in

the area of Electronic crime by several researchers.

Statement of The Problem:-

The concept of Electronic Crime is a vital aspect. In the paper, researchers make an attempt to

study the Electronic crimes and major crimes of Indian banking sector. With the introduction of

“Electronics” in the banking system several problems are emerged as

1. Hacking and Stealing of data

2. Failure of ATMs

3. Money laundering

4. Credit card theft

ICT:-

To identify and examine the impact of ICT on bank’s performance and customer service delivery. In today’s business, competition, deregulation and globalization have compelled Banks to offer service 24 hours around the globe, whereas the significance drawback, on the other hand, lies in its inconvenience and security factors. The relationship that revolves between ICT expenditures, bank’s performance delivery is conditional upon the extent of network effects. If the networks are low, ICT is likely to:

1. Reduce payroll expenses.

2. Increase market share.

3. Increase revenue and profit.

In a broader perspective, ICT, deregulation and globalization in the banking industry could reduce

the income streams of banks and thus the strategic responses of the banks, particularly the trend

towards internal cost cutting, mergers and accusations are likely to change the dynamics of the

banking industry.

E- Banking In India – Role of RBI.

The use of technology in expanding banking has been a key focus area of the RBI. The RBI has

taken several initiatives to popularize usage of technology by banks in India. Almost once in five

year since the early 1980s, the RBI appointed committees & working groups to deliberate on and

recommended the appropriate use of technology by banks given the circumstances and need . In

1998, RBI awaited the technical assistance project of department for international development.

Products & Services of E-Banking In India:-

1) Internet Banking

The internet banking is changing the banking industry & is having the major efforts on banking

relationships in India (ICICI) RBI issued a guideline in June 2001 which followed the

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recommendations of the committee on technology up gradation in the banking sector, under M.R

Srinivasan chairmanship which focused on three major area of Internet banking i.e.

1) Technology and security issues

2) Legal issues

3) Regulatory, Supervisory issues.

2) Telephone Banking:-

Telephone banking is specific provision of banking services over the banking use an interactive

voice response (IVR). Most of banks are providing SMS alert facility to their customers in India.

The RBI issued the guidelines for Mobile banking Transactions in October 2008. The mobile

banking guidelines were relaxed in December 2009. RBI has permitted 40 banks to do mobile

banking and customer base availing of mobile banking facilities as on September 30, 2010.

3) Electronic Money:-

Implementation of electronic money requires a certifying authority and trust among customers. In

Jan, 2002 the RBI constituted a working group on Electronic money. The group identified certain

areas of concern from the point of view of the central banks in the context of more widespread use

of E-money.

4) ATM (Automated Teller Machine):-

ATM is the most popular device in India, which enables the customers to withdraw their money 24

hours a day. The first bank to introduce ATM concept in India was the Hong Kong and Shanghai

banking Corporation (HSBC) in the year 1987. Now, almost every commercial bank gives ATM

facilities to its customers. Since April 2009 access in any ATM machine is free of charge in India.

The RBI promoted Institute for Development & Research in Banking Technology (IDRBT) at

Hyderabad in 1996, has set up a national switch for ATMs to hook-up ATM networks of all banks

across the country.

5) Plastic Cards:-

Credit and debit cards have gained greater acceptance as a medium of financial transactions. Use

of plastic money/cards started in India in the form of credit card in the year 1981. Credit card

enables the card holder to enjoy credit from the issuing bank for a specific period after payment.

During this intervening period, the card holder is allowed to use card for incurring further

expenses. Some credit cards are called charge cards where the card holders enjoy credit only up to

the next billing cycle. In India most of the credit cards issued by banks are of type charge cards.

Electronic Payment Systems In India:-

1) MICR Clearing:-

Traditional cheque clearing process is time consuming and lengthy it affects value of transaction

of settlement. To enhance speed of cheque clearing the RBI has started MICR cheque and MICR

clearing system. Magnetic Ink Character Recognition (MICR) is a character recognition

technology adopted mainly by the banking industry to facilitate the faster processing of cheque. it

is called MICR clearing system. There are 64 MICR clearing centers are operated in India in 15

divisions in India.

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2) Electronic Fund Transfer (EFT & NEFT):-

EFT System hosted and operated by the RBI, permits transfer of funds, upto Rs. 5 lakh from any

account at any branch of any member bank in any city to any other account at any branch of any

member bank in any other city. The Reserve Bank of India acts as the service provider as well as

regulator. The NEFT was introduced in 2005. It is called Special Electronic Fund Transfer (SEFT)

also. It is covering about 30,000 branches in 500 cities.

3) Card Based Clearing (CBC):-

Credit and Debit cards have been in use in the country for many years now. In India card fashion

increasing day by day due to its convenience and utility. Many banks have providing customized

credit and debit cards to increase their business in India. However the card base as well as the

usage has picked up during the last five years drastically.

4) Real Time Gross Settlement System (RTGS)

RTGS is system for large value clearing operated since 2003; the minimum amount to be remitted

through RTGS is Rs.1 lakh. There is no upper ceiling for RTGS transactions. It provides

facilitates to settlement of transactions on a gross basis. The system facilitates Inter-bank as well as

customer payments. In India all bank branches are not RTGS enabled because only core banking

(CBS) enabled bank branches can extend this facility.

5) On Line Tax Accounting System (OLTAS):-

Tax payers were the introduction of the On line Tax Accounting System (OLTAS) with a network

of various banks authorized for collection of tax receipts. The Reserve Bank and the Tax

Information Repository at the National Securities Depository Ltd. (NSDL) are also part of the

OLTAS. The collection and transmission of data on tax collection have thus been made efficient

on a T+1 cycle basis.

Electronic Crime

Electronic Crime in Indian Banking Sector

1) Credit card Fraud-

A major kind of electronic crime is credit card fraud. Most of the credit card fraud is committed

with the use of counterfeited cards. Credit card fraud is also termed as “Identity Theft” in which a

person may use the identity of other person for exercising fraud or deception. Credit card fraud in

banking sector can be committed as-

1. Use of unauthorized account or personal information to consider as an act of criminal

deception

2. Illegal or unauthorized use of account for personal gain

3. Misrepresentation of account information to obtain services

2) Money Laundering:

E-commerce has come into existence due to the attributes of Internet like ease of use, speed,

anonymity and its International nature. Internet has transformed the planet into a frontier excluding

market place that never sleeps. This shift can be done in many ways like use of credit cards,

Internet banking, e-cash, e- wallet etc. for example, smart cards. In some other forms of computer-

based e-money, there is no upper limit. Two persons also can shift funds in a straight line using e-

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wallets. This problem is further compounded by the fact that, in several countries, non-financial

institutions are also allowed to issue e-money.

3 ATMs Frauds:

The use of ATM is not only safe and sound but also suitable. This safety and convenience, has an

evil side which is reflected in the form of “ATM FRAUDS” that is an international problem. The

use of plastic money is increasing for payment of shopping bills, electricity bills, school fees,

phone bills, insurance premium, traveling bills and even petrol bills. The convenience and safety

that credit cards carry with its use has been instrumental in increasing both credit card volumes and

usage. A few of the accepted techniques used to carry out ATM crime in banks are:

1. ATMs card reader is tampered with in order to trap a customer’s card through card

jamming.

2. Card Skimming is the unlawful technique of stealing the card’s security information

from the card’s magnetic stripe.

3. Card Swapping, is another technique in which customer’s card is swapped with

another card without the knowledge of cardholder.

4. Website Spoofing, here a fresh fabricated site is prepared which looks valid to the user

and customers are asked to give their card number PIN and other information, which

are used to reproduce the card for use at an ATM.

5. ATM machine is physical attacked for removing the cash

Findings of Studies:-

In Indian banking system we have evident that, the payment and settlement system has changing

according to market need. ICT revolution has availed new means to financial transaction and

settlement process than traditional payment system. Some of the major findings are.

1) MICR technology has providing faster cheque collection and clearing facilities to

customers in India, but there are only 64 MICR clearing centers working in India.

Hence there is essence need to increase MICR clearing houses and modify the Non-

MICR clearing centers in MICR clearing centers to enhance payment system.

2) ECS has available only mostly in city and semi urban area in India it is not available in

rural branches. So, the RBI should provide such facilities in rural branches to provide

facilities to rural peoples.

3) EFT and NEFT is network based service now it covers only urban areas so; there is an

urgent need to ramp up technology based delivery channels particularly in the rural

areas. It should extend the benefit of the financial system even to remote areas.

4) Card based transactions are increasing continuously in India but is not to assured

service according to Indian customers experiences. Because there are so many

complaints are registered in RBI's banking ombudsman offices. It clears that, it is not so

good and secure facility in India. Hence, RBI should enhance the quality and security

of card based transactions.

5) In Indian banking system, there are competition of provide modern banking facilities

to their customers, but some banks are ignoring security in transaction and convenience

of the customers.

6) In India all branches of commercial banks has not under core banking solution hence

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they have not extending RTGS facilities, therefore remaining banks should adopt core

banking to use the RTGS and other efficient services.

7) The electronic clearing and settlement system is useful to bankers and customers but

there is need of controlling non-secure transaction, EFT fraud, mistakes in settlement

etc.

8) Other than 6 principles (Safety, Security, Soundness, Efficiency, Authorization and

Accessibility) used to develop payment system of the vision there is need of

international standard, transference, user-friendly techniques, assurance and

convenience also.

9) In the financial transaction having transactional risk it affects assurance about the

services. For this reason there is need to minimize the transactional risks in the

electronic payment system.

Suggestions of The Study

It is always necessary to take some preventive measures to prevent banking transactions from

banking frauds and other threats. For this, the following suggestions can be made-

1. Make sure with a protection program that gives power over cookies that forward

information back to Web sites.

2. Make sure web servers in a row public site are physically separate and individually

confined from in-house corporate network.

3. Bring into play latest anti-virus software, operating systems, Web browsers and email

programs

4. Place firewall and develop your content off line.

5. Forward credit card information just to safe and sound web sites

6. If Web site serves up active content from a database, consider putting that database behind

a second interface on your firewall, with tighter access rules than the interface to your

server.

7. Systematically confirm out the site to business regularly.

8. Don not forgets to verify out the site you are doing business carefully

9. Don’t transmit credit card information to unfamiliar sites

10. Don’t reveal password with other people

Conclusion :

The developments in information and communication technology resulted in numerous

innovations in the payment system of India. There are a variety of electronic clearing options are

available in banking system. But these options are too limited than demand of bank customers in

India. In the sense of rural India these facilities are not provided sufficient level by the banking

institutions due to lack of ICT connectivity and other infrastructural facilities. In developing

countries, like India, electronic crime is a serious problem because there is a lack of training on the

subjects to investigate the electronic crime.

The ATM fraud is not the sole problem of banks alone. It is a big threat and it requires a

coordinated and cooperative action on the part of the bank, customers and the law enforcement

machinery. The ATM frauds not only cause financial loss to banks but they also undermine

customers' confidence in the use of ATMs. Credit card fraud can be devoted using a credit card or

any similar payment mechanism as a fraudulent source of funds in a transaction. The reason may

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be to obtain goods without paying, or to obtain unauthorized funds from an account. At last it can

be concluded that to eliminate cyber crime from the cyber space is not a possible task but it is

possible to have a regular check on banking activities and transactions.

References:

• Jain T.R., Indian Financial System, VK Global Publications Pvt. Ltd, New Delhi.

• Gopinath R.(2010) “ Inauguration of Inter – Bank Mobile Payment Service” at the

inauguration of Inter – Bank Mobile Payment Service ( IMPS) of the National

Payment Corporation of India (NPCD) , Mumbai , 22 Nov 2010.

• Muthukumaran.B (2008). “Cyber Crime Scenario in India” , Criminal Investigation

Department Review, January, pp.17-23

• Kakoli Saha “Computerization in Banks : Implications for Organizational

Development” , Vikalpa Vol. 11, No 3, ( July –September 1986)

• S.S.Hugar, Trends and challeges to Indian Banking, Deep & Deep publications,

New Delhi.

• Payment Systems in India - Vision 2005-16, RBI.

• Report on Trends and progress of banking in India – 2009-16, RBI.

• R.B.I. Annual Report 2009 - 2016.

• Statistical Tables Relating to Banks in India – 2009-2016, RBI.

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ECOLOGICAL DIFFERENCES, COGNITIVE STYLES AND LANGUAGE

PERFORMANCE OF COLLEGE STUDENTS

Dr. Narendra V. Deshmukh

M.S.G. College, Malegaon Camp, Dist. Nashik

[M.S.] India

Abstract:

This study investigates the effect of ecological factors and cognitive styles (field-

dependence/independence) on the speaking performance of College students. Ecological factor

was determined by student’s residential status as urban and rural and to measure the students’

cognitive level the GEFT was administered. Language performance and errors are measured by

the use of self constructed test which is comprised spelling, grammar, punctuation, translation and

vocabulary. Two-way ANOVA was used for data analysis. It was found that Urban and Rural

students differ significantly in their Errors in English. As well as Field Dependent and Field

Independent students differ significantly in their Errors in English.

Key words: Ecological Differences, Cognitive Styles, Language Performance

Introduction:

The ecological factor has great influence on individual’s behavior. Behavior is comprised

by the language, thought and feelings. We can evaluate someone’s behavior by his or her spoken

and written language, and the language is determined and developed by various factors. One of

them is ecological factor (outside determinant) and another is his or her cognitive makeup or style

(inner determinant).

The concepts of regional and ecological differences in personality and behavior have been

investigated by various psychologists (Barker, 1968; Spielberger, 1966).

In their study of the effect of geographical setting on behavior, they found significant

differences on personality between the individual of different region and ecology. Since, language

is an expression of behavior, it is expected that people of different ecology may differ on language

performance.

Witkin and associates (1974, 1975) have suggested that ecological factors or cultural

patterns of socialization in the family form the basis for an individual’s cognitive style. They have

argued that cognitive style develops as a function of socialization and ecological and cultural

‘press’ that tend to form distinctive patterns of field dependent or independent perceptual style

between cultures differing along certain parameters of ecology. These socialization experiences

and ecological factors determine to a great extent individuals language performance.

Cognitive Styles:

The first studies in FI/dependence were conducted by Witkin (Witkin, 1969; Witkin and

Goodenough, 1981 cited in Ehrman & Leaver, 2003). It has been among the most commonly used

language learning style dimensions (e.g., Chapelle & Green, 1992; Ehrman, 1997; Jamieson,

1992). Early studies that applied this concept to foreign language learning, e.g., Stansfield and

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Hansen (1983) found that field independent learners were better at classroom learning, as tested by

discrete item instruments. However, the construct has been little tested with communicative

outcomes.

Cognitive styles are the manner in which an individual acquires and processes information.

They have significant influence on the way and quality of intellectual functioning of the individual

and, therefore, are important factors in his learning. Though a wide range of ‘styles’ has been

discovered, the polar construct of field dependence (FD) and field independence (FI), is the most

recognized and researched style.

People who are less influenced by the surrounding or background field and can easily

extract an element are called field independent; those who can’t, field dependent. Although both

styles are important for successful learning of a language, the Field Independent learners, on

account of being more analytical, focused and detail-loving, are better suited for the ‘classroom’

learning.

Speaking and writing of English has always been problematic for English language

learners, and this has been revealed in some research. One of the potential sources of problems in

speaking test performance refers to differences in the cognitive characteristics of test takers. One

of these cognitive characteristics is field dependence/independence. Brown (2000) defines field

independent as the ability to perceive a particular relevant item in a field of distracting items. He

defines field dependence as “the tendency to be ‘dependent’ on the total field so that the parts

embedded within the field are not easily perceived, although that total field is perceived more

clearly as a unified whole” (Brown, 2000, p. 115).

Morgan (1997) describes findings that when the field is not clearly organized, individuals

who tend to be field independent are relatively likely to impose their own structure on the material,

whereas field dependent persons (FD) often accept it as it is. Ehrman (1997) indicates that a field

independent learner is adept at focusing a spotlight on data, distinguishing and focusing deeply on

some specific aspect of the material being learned. Such a learner can look at the forest and pick

out exactly the kind of tree in which she or he is interested. A field independent learner is likely to

be relatively skilled at chunking information and working further with it.

The term ‘‘field dependence’’ is used in two ways in the literature: absence of the kind of

discrimination referred to as field independent and awareness of the entire field. Since field

dependence is always measured by tests of FI, it can safely be defined only as absence of FI.

However, because learners need to be able to be aware of background activity as well as

bring information into focus and reorganize it, there is a positive aspect to what is traditionally

called ‘‘field dependence,’’ which can enhance functioning in complex social situations. Complex

social situations are in turn often involved in real language use, so this kind of ‘field dependence’’

is likely to play a constructive role (Ehrman & Leaver, 2003).

However, an attempt is made in this study to verify the following objectives:

Methodology:

Objectives:

1: To examine the effect of ecological differences on language errors.

2: To assess the effect of cognitive styles on language errors.

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Hypotheses:

1. Urban and Rural students would be differ significantly in their Errors in English.

2. Field Dependent and Field Independent students would be differ significantly in their Errors in

English.

Design of the Study:

Survey Research Method was made use of for the purpose of the present investigation.

Sample:

The total sample was randomly selected and comprised 120 students from MA English

classes from Nashik urban (N=60) and rural (N=60) colleges. Mother tongue of each student was

Marathi and English was their second language. Their cognitive style was decided on the basis of

score of GEFT.

Description of the Tools:

The following tools were used to collect data:

1. The Group Embedded Figures Test (GEFT) developed by Herman A. Witkin, Philip K. Oltman,

Evelyn Raskin and Stephen A. Karp.

2. The Test of Errors in Written English (Self Constructed). In this test statements are constructed

on the basis of Spelling, Grammar, Translation, Vocabulary and Punctuation

Results:

Table 1: Showing ANOVA

Dependent Variable: Language Performance

Source Sum of

Squares

df Mean

Square

F Sig. Partial

Eta

Squared

Ecological

Factor (A) 94.169 1 94.169 3.938 0.05 .01

Cognitive Style

(B) 8.723 1 8.723 7.265 0.01 .13

A * B 68.221 1 68.221 2.075 NS --

Error 13017.895 116 32.873

Total 1126703.000 120

Corrected Total 13150.437 119

The above table shows that the ecological factor is significant, F (1,116) = 3.94, P<0.05.

The mean score for urban group is 65.63 (Sd=11.26) and for rural group is 71.05 (Sd=15.48). The

mean score for rural group is higher in language errors and interprets that their performance is

weak than urban students.

As well as cognitive style variable also significant, F (1,116) = 7.27, P<0.05. The eta

square value indicates large difference. The mean score for field dependent group is 77.13

(Sd=16.25) and for field independent group is 69.15 (Sd=14.68). The mean score for field

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dependent group is higher in language errors and interprets that their performance is weak than

field independent students.

Discussion:

The statistically significant effect of the ecology and cognitive style of the student’s

language performance, which has been demonstrated in above table, reveals that, ecological factors

and cognitive styles play a major role in language performance.

That is, the evidence in this study, which is in consistent with the results of almost all of the

studies reviewed in the literature, assessing FD/I cognitive styles such as that of Witkin's (1969) in

language learning, Bialystok's and Fröhlich's (1978) and Brown's (1987) in classroom foreign

language learning, Dulay's, Burt's, and Krashen's (1982) in the conscious learning of metalinguistic

skills, Stansfield's and Hansen's (1983) in classroom learning, Chapelle's and Roberts' (1986) and

Carter's (1988) in L2 learning in the case of college students, Chapelle's (1992) in cloze, dictation,

and multiple-choice language tests, and so on, indicates that field independent individuals do not

perform better in their speaking test than do field dependent ones; or vice versa. Based on this data,

it appears that FD/I cognitive style does explain L2 speaking performance.

However, the present findings are contrasts with the findings of the most recent study done

in this area by Yang (2006), who has found that learning style is not the effective factor

influencing student achievement, and maintains that field-independent students do not differ

significantly from field-dependent students in their achievements. He concludes that students with

different learning styles and backgrounds learn equally well and do not differ much in their use of

learning strategies.

With respect to the findings of this study, Brown’s (1987) findings and those of Carter

(1988), who had found that field-dependence was more advantageous for language learning and

performance.

Conclusions:

1. Regarding language performance, high numbers (or percentages) of both Urban and Rural

students make large numbers of errors in English.

2. As per concerned the performance of language, the Rural students make significantly more

errors in their use of English language than the Urban students.

3. According to statistical analysis it is found that Field Dependent students make more errors in

their use of English language than the Field Independent students.

References:

• Abraham, R. G. (1983). Relationship between the use of strategy of monitoring and the

cognitive style. Studies in Second Language Acquisition, 6, 17-32.

• Bachman, L. F. (1990). Fundamental considerations in language testing. London: OUP.

• Barker, R (1968). Ecological Psychology. Stanford, Calif.: Stanford University Press.

• Berry, J. W. (1976). Human Ecology and Cognitive Style. New York; John Wiley.

• Brown, H. D. (2000). Principles of Language Learning and Teaching (3rd ed.). Englewood

Cliffs, NJ: Prentice-Hall, Inc.

• Ehrman, M. & Leaver, B. L. (2003). Cognitive styles in the service of language learning.

System, 31, 393-415.

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• Morgan, H. (1997). Cognitive Styles and Classroom Learning. Praeger, Westport, CT.

• McKenna, F.P. (1983). Field dependence and personality: A reexamination. Social

Behavior and Personality, 11, 51-55.

• McKenna, F.P. (1984). Measures of field dependence: Cognitive style or cognitive ability.

Journal of Personality and Social Psychology, 47, 593-603.

• Salmani-Nodoushan, M. A. (2006). Does field independence relate to performance on

communicative language tests? Manager’s Journal of Educational Technology, 3(3), 79-

85.

• Spielberger, C. D. (1966). Theory and Research on Anxiety. In C. D. Spielberger (Ed).

Anxiety and Behaviour. New York, Academic Press.

• Witkin, H.A.; Dyk, R.B.; Faterson, H. F.; Goodenough, D. R. and Karp, S. A. (1962).

Psychological Differentiation. New York; Halsted.

• Witkin, H., Moore, C.A., Goodenough, D., Cox, P.W. (1977). Field-dependent and field

independent styles and their educational implication. Review of Educational Research, 47,

1–64.

• Witkin, H.A. (1979). Socialization, culture, and ecology in the development of group and

sex differences in cognitive style. Human Development, 22, 358-372.

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ROLE OF ICT IN MATHEMATICS

Smt.S.S Kunde* & Smt. J. S. Patil*

* Assistant Professor, K.G.D.M Art’s , Comm. & Sci. College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.

Abstract :

The role of ICT in teaching of Mathematics has been Governed by Ministry of Education in 2003.

Generally, it is observed that the most of teachers are not using ICT facilities of ICT in their daily

teaching. The present paper focuses to study the barriers preventing the adoption of ICT in

teaching Mathematics. There are lots of barriers were identified: insufficient knowledge of

ICT,insufficient time in daily schedule, for ICT project ,there are lack of teachers training

opportunities , insufficient technical support, most of the students are from rural area therefore

they are not access the necessary educational material at home for unavailability of resources. for

these barriers, we are consider lesson planning for improving the learning in Mathematics, digital

form of material & question bank had used in Mathematics for teaching and learning .

Key Words : ICT, Mathematics, Educational Material, Teaching & Learning

Introduction -

As Dr.A.P.J.Abdul Kalam has a vision of 20-20, we are supposed to be implement use of ICT in

educational aids. In order to implement project smoothly, Government has provide lot of funding

facilities for improving the teaching and learning process.ICT play an important role for

understanding the basic concept of Mathematics to the students . Many research people have

carried out studies to evaluate the benefits of using ICT in Mathematics. Becta in 2003

summarized the key benefits – ICT promotes greater collaboration among the students ,

encourages communication & the sharing of knowledge. ICT gives quick & accurate feedbacks to

the students and this contributes towards positive motivation.ICT also supports constructivist

pedagogy, wherein students use technology to explore and reach an understanding of mathematical

concepts. This approach promotes higher order thinking and better problem solving strategies

which are in line with the recommendations forwarded by the National Council of Teachers of

Mathematics (NCTM); students would then use technology to concentrate on problem-solving

processes rather than on calculations related to the problems (Ittigson & Zewe, 2003)

For a successful integration of ICT into the mathematics curriculum, the knowledge of the existing

software i.e used by mathematics teachers are very essential . A survey carried out by Forgasz &

Prince in 2002 found that 61% of the teachers used spreadsheets, 45% used word processing &

30% used Internet browsers. In the same survey, it was found that 19% used Geometer’s

sketchpads, 19% used CD-ROMs that accompanied mathematics textbooks, 18% used

Graphmatica, 14% used Maths Blaster and 8% used other mathematics-specific software.The

teachers knowledge of the use of software is insufficient for integrating ICT into Mathematics

lesson. In a separate study, Jones in 2004 found that seven barriers existed at the time of

integrating ICT into lessons. These barriers were i) confidence among the teachers was very low

during integration (21.2% responses), ii) shortage of access to resources (20.8%), iii) insufficient

time for the integration (16.4%), iv) lack of effective training (15.0%), (v) at the time were

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software is in use many technical problems are to be faced (13.3%), vi) the shortage of personal

access during lesson preparation (4.9%) & vii) the teachers age (1.8%)

Objective –

The true purpose of this study was to help mathematics teachers in the integration of ICT into their

teaching. The real view of this study is that to identify the most common ICT applications used by

these teachers and by which way ICT was used in the classroom. It has an important aimed that

how the internet was used by teachers for understanding , to analyzed their training needs and

further assessed the level of ICT usage in instructional programmed.

Methodology –

In this research we used a survey method for finding the use of ICT and the barriers are

involving for integrating ICT into the teaching of mathematics. The question was divided into

following areas (1) profile of the teachers, (2) teachers use ICT in which way, (3) ICT

experience for the teachers, (4) the steps are use in ICT, (5) the barriers faced by teachers and (6)

the proposed solution.

Results And Discussion of ICT-

Applications of ICT in general:

In general, about 80% of the peoples are used computer in daily life. The percentage of usage by

teachers in the various ICT applications: 1) word processing packages (80%), spreadsheets

(56.2%), Internet activity (58.1%), presentation software (40.8%), databases (24.3%) ,drill and

practice (26.3%), hypermedia/multimedia (22.7%), graphical applications (18.2%), Flash

presentations (10.6%) and desktop publishing (11.5%) . The above percentages show that the

computer literacy rate has been high among mathematics teachers.

Applications of ICT in classroom:

52.5% of the peoples used projector in the class, 42.1% used ICT for presentation , 9.8% used

ICT for graphical visualization , 7.2% used ICT for an online demonstration and 4.7% used it for

other purposes in classroom. About 26.8% of the peoples did not use ICT in the class.

Uses of Internet:

For different purposes,the Internet was used. 70.6% peoples are used internet for browsing, 65.1%

used it for e-mail , 50.8% used it for chatting , 10.5% used it for IRC, 9.9% used it for discussion

and 3.7% peoples are it for other purposes. 15.9% peoples did not use the Internet.

Professional development and training needs:

To integrate ICT into Mathematics training should be required for number of teachers ,generally

this training programmed should implement for those people who having age above 35 because at

the time of their joining into teaching field there is very negligible use of ICT. This training is also

required for rural area teachers because they are not aware of ICT approx 75 % people still not

use ICT in their teaching.

Durig integration the number of barriers are faced by teachers :

The six major barriers are found were insufficient time in the school schedule for projects

involving ICT (56.5%), the teacher training opportunities for ICT projects are insufficient (42.8%),

insufficient technical support for ICT projects (40.1%), insufficient knowledge about ways to

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integrate ICT to increase the curriculum (39.9%), in a single lesson by using different ICT tools

(38.6%) and their will be no availability of ICT devices at the homes of students (35.4%).

Comprehension of mathematics teachers toward the proposed solution:

The positive response to the proposed solution are very strong .About 72.1% of the peoples are

considered ICT to be very useful and helpful and 27.2% viewed ICT as useful and helpful. Only

0.7% of the peoples are considered that the ICT would not be very useful and helpful.

From the survey, the following thinks we had found:

i. The mathematics teachers were used word processing packages (80%), spreadsheets

(56.2%), presentation software (40.8%) and drill and practice software (26.3%) and these

are the most popular application packages . However, the flash presentations & graphical

applications have great potential for the teaching of mathematics because they inspire

explorations & higher order thinking.

ii. Graphical visualization and online demonstrations have educational values as well. It’s

time for educators to inspire mathematics teachers to use them in the classroom .For the

abstract concepts in mathematics by using graphical visualizing tools, many ideas can be

easily shown to the students.

iii. About 70.6% of the peoples were used the browser for

collecting the information. It’s timely that educators inspire mathematics teachers to use

the Internet for online demonstrations.

Conclusion –

By knowing the knowledge of ICT, we can improve the teaching and learning process of

Mathematics amoung the teachers and students.By the use of ICT ,we can essily understand

different types of problem and barriers which can be occurs during the studies of Mathematics.

References –

• IR. (1998). Teacher Technology Survey. US: American Institutes for Research.

• Becta. (2003). What the Research Says about Using ICT in Maths. UK: Becta ICT

Research.

• Forgasz, H.J. & Prince, N. (2002). Software used for mathematics learning – reporting on a

survey. Vinculum, 39(1), 18-19.

• Ittigson, R.J. & Zewe, J.G. (2003). Technology in the mathematics classroom. In Tommie,

L.A (Ed.). Challenges of Teaching with Technology across the Curriculum: Issues and

Solutions. Hershey: Information Science Publishing, 114-133.

• Jones, A. (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by

Teachers. UK: Becta.

• Mahathir, Mohamad. (2002) - the 2003 Budget Speech.

• http://www.portsworld.com/budget/Budget%20Speech%202003%20 (English).pdf

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THE INTEGRATION OF INFORMATION TECHNOLOGY (IT)

AND LEARNING STYLE IN THE CHEMISTRY

A. V. Kardel* & Dr. J. S. Aher*

*Assitant Professo , Department of Chemistry, K. G. D. M. College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.

Abstract :

IT has more application in the field of education s well as also in chemistry.Chemistry has lot of

importance in the day to day life because from the early morning to end of the day we are habit to

use number of product which is made by using chemicals. IT is useful to deliver the knowledge of

chemicals forthe teachers & learners which help them to aware from chemicals.

Keywords: IT, integration, learning style, chemistry curriculum, centred learning, resources

Introduction

The IT information is helpful for teaching & learning also for communicate & to realise the sense

of digital learning. What is the significance of IT in changing chemistry learning style? This paper

attempts to start from the perspective of chemistry teaching to understand the significance of

integrating IT with learning style, analyze its development situation and put forward a number of

issues for further study.

Integration IT is one of educational technology which develops from visual movement (1918-

1928) and audio-visual education campaign (1918-1942) into an educational technology focusing

on audio-visual media (after World War II or the 1960s). Meanwhile, the application of computer

technology education forms computer-assisted instruction (beginning from the 1950s), CAI for

short. In the late twentieth, network technology has developed rapidly and become more popular,

especially the connection of the Internet and campus network, providing a broader out

Integration of IT and Learning Style

Look and more abundant resources for higher education and creating a web-based teaching form

(Web-Based Instruction, referred to as WBI) (LI & WANG, 2000). The development process of

applying computer technology into chemical learning is in line with the above process. The basic

process is shown in Figure 1.

These stages develop with the improvement of educational technology. In the late stage, it is the

comprehensive application of various media and various methods, with computer multimedia and

Visual media stages: Models → Video, film and television → Animation, video, audio,

→ Chemical resources network→ Models, charts →Video, film and television →Animation,

video, audio → Chemical resources network.

Figure-:1 Basic Process for Applying Computer Technology

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network technology as its core. The following chart shows that according to the extent of the

application, “integration” can be divided into different levels.

1) Ideal level

2) Higher level

3) Basic level

According to the explanation American Students provide the correlation between IT & curriculum

along with that they also provide the knowledge of IT in multidisciplinary field. IT enables

students to study in an unprecedented way. Only when the students are able to choose tools to help

them timely acquire, analyze, and integrate information and skilfully express it will the integration

of technology and curriculum be effective. Technology should, like other available teaching aids,

become an integral part of the classroom. Thus, as Professor Cleburne D. Maddux majoring in

Educational Technology in American University of Nevada pointed out, “It is clearly not enough if

educators only consider how to introduce interactive network into the classroom, which cannot

produce any educational effect. Only when they truly connect interactive network with schools’

teaching goals and students’ learning process in a close way will it play a huge educational value”

(Maddux, 2012).

Produce a profound impact on chemistry learning concept

For science education, the modern educational technology mainly embodies the expansion and

externalization of human cognitive potential. Therefore, some education experts call modern

educational technology “cognitive technology” which can help students go beyond the limits of

thinking, learning and solving problems. IT, as a cognitive tool, has promoted the changes of

chemistry education ideas. Its impact is mainly manifested in the following aspects. Firstly,

emphasize student-centred chemical education. Secondly, provide chances for students to get

experience. Thirdly, enhance students’ thinking and innovation in learning activities. Fourthly,

take a fresh look at the authority of knowledge.

Realize the integration and optimization of chemistry learning resources Chemistry is the core

science in the 21st century. It is the foundation of research in medicine, materials, energy,

environmental protection, and other disciplines and is increasingly connected with human social

activities.

Integration of Information Technology and Learning Style

Construction concept has a fundamental impact on the modes of presenting chemistry teaching

content, mainly manifested in the following aspects. Firstly, hypertext technology makes a

breakthrough in the logical structure of chemistry with traditional teaching content. Secondly,

Internet technology has greatly enriched the information resources of studying chemistry. Thirdly,

multimedia technology optimizes the modes of presenting chemical knowledge.

Analysis of the Situation of Students Use of Information Technology for Chemical Learning

The Chemistry Teaching and Research Section of Teaching Research Centre of Fundamental

Education, Beijing Academy of Educational Sciences has made several surveys on the applications

of IT in chemistry teaching of middle school from 1998 to the present, which involves the issue of

students using IT for chemical learning. Related research findings are mainly as follows.

Survey of 1998:-Firstly, students’ familiarity with computers. Secondly, students’ attitude towards

the application of computer in chemistry teaching Thirdly, students’ understanding of computer-

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aided chemistry teaching Fourthly, understanding of forms of IT application from the perspective

of students Fifthly, students’ views on courseware of chemical information technology Sixthly,

students’ views on the learning materials of chemical information technology

Survey of 2001:-For a more comprehensive and timely understanding of the actual situation of

applying computer technology in chemistry teaching of Beijing middle schools to conduct relevant

research and practice further, the Chemistry Teaching and Research Division conducted a

questionnaire for 400 chemistry teachers of eight districts in Beijing in April, 2004 and held a

forum for the city's key teachers. The survey and visit results about students’ application of IT in

their study are as follows.

Firstly, the application of computers in classroom is mainly presented by teachers, and the students

watch the big screen. Secondly, some teachers do not know the situation of students’ application of

computers in chemistry learning. Students have time to use computers for chemical learning. But,

they mainly use computers for online chatting or playing video games after school. Thirdly,

teachers have not paid enough attention on how to guide students to use IT for changing leaning

style.

Survey of 2013:- After more than ten years of curriculum reform and practice, IT is developing

rapidly and has been fully integrated into all aspects of life and education. In the implementation of

chemistry curriculum of Beijing middle school, teachers use IT in almost every class. IT has

become one of the key indicators to measure the basic teaching skills of teachers. The following is

the part of questionnaire results of 2013 Beijing middle school teachers’ basic teaching skills, more

than 1,400 junior high school chemistry teachers under the age of 50 in Beijing are involved in this

research. The findings of relevant questions indicate that teachers attach great importance to

enhance their IT capabilities. 96.95% of teachers think that mastering IT in modern education is

more important or important. Classroom observation and research results in recent years show that

the use of PPT is still the main form, main content of which is the teachers’ explanation,

demonstration, and assignment of tasks. Some teachers encourage students to use the Internet for

consulting resources after school and use mind mapping software to complete their homework,

etc., but they are still in a small number.

Conclusions :

The survey it is observe that the time, frequency and quality of using IT by vast chemistry teachers

have significantly improved. This gives more students more opportunities to learn chemical

knowledge through IT and achieves a better effect. Secondly, a number of good research lessons

have been produced, which highlights the main role of students and guides students to use IT for

chemical study. But the quantity and quality of these lessons are to be improved, especially the

improvement of students’ use of IT in regular lessons and daily teaching, making students become

masters of IT applications. today it is still dominated by the learning style focusing on traditional

books, pens, and paper, to which teachers and students are comparatively accustomed; there are

less effective integrated learning resources. Many students like to use computers to play games or

chat online rather than learn subject knowledge. The significance of integrating information

technology and learning styles is analyzed in above parts and the research situation of the students’

application of IT in learning

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References :-

• Huang D. (2013). The investigation report of chemistry course teachers’ basic skills in Beijing

Junior High School (unpublished).

• Huang, D. (2001). The computer technology application survey of the chemistry course

teaching and learning in Beijing Middle Schools (unpublished).

• Li, B., & Wang J. (2000). The construction and thinking of network teaching mode.

Curriculum, Textbook and Pedagogies, 10, 41-45.

• Ma, S., & Huang, D. (1998). The investigation report of computer aided chemistry course

teaching and learning status in Beijing Middle Schools (unpublished).

• Maddux, C. D. (2012). Distance education: Issues and concerns. Haworth Press Inc.

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ROLE OF ICT IN THE DEVELOPMENT OF RURAL AREAS

Shradha P. Khatal

K.G.D.M. Arts, Comm, Sci College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.

[email protected]

Abstract :

Last few years ICT has gained a tremendous popularity in developing countries especially in

India. It depicts the convergence of video, audio and data services supported by various

institutions and service providers. The services provided by media and mass communication, T.V.,

telephone exchange, computer networks needs a different and varying in fracture and channels.

Hence a single communication network has been merged in Converged networks. The aim focused

in this paper is to demonstrate the usage and adoption of ICT in various areas of rural

development, belonging to supporting initiatives led by the Indian Ministry of Rural Development.

This study not only emphasis on the achievements and importance of ITC but also failures in the

adoption and implementation of Information Communication Technology in rural areas.

Keywords : ICT, Adoption, Implementation, ConvergedNetworks, failure, Rural Development,

Introduction

The major asset of each and every developing country has always been pointed on

development in rural areas and India is the better example. As 65% of Indian population belongs

from rural areas and resides in villages as per the World Bank survey data. As a drawback, a lot of

initiatives have been undertaken for the upliftment and betterment of poor and needy section s of

the community and also for increasing the graph of social and economical standards of people

living there. In order to provide better and good opportunities to the rural areas for employment,

education, agricultural sector, electricity, water and sanitation, it has been necessary to induce and

inculcate. The awareness and participation of people in rural development programs,

workshops/exhibitions, skill development programs, improved agriculture land reforms etc. The

paper mainly focuses on 3 parts- first, highlighting the schemes and initiatives undertaken by the

government of India and their agencies under Rural Development act. Second, it emphasis the role

of ICT and its applications used to empowering and enhancing tools to support development in

rural areas. Third, it also analyses to which extent ICT has been adopted, implemented and utilized

in rural parts of the country.

Rural development Schemes and agencies in India

This section provides a review of various schemes and agencies that has been started by

Government of India for betterment of rural development:

1. (PMGSY) Pradhan Mantri Gram Sadak Yojana: This was launched and

sponsored by the Central Government. The aim was every village must be joined and falls

in boundaries of city. The basic needs of person such as health, water, medical facilities

should be made convenient to the villagers. The main objective was to connect all the rural

areas and all habitations with more than 500 individuals residing by the weather proofed

paved roads.

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2. (SGSY) Swarnjayanti Gram Swarozgar Yojana: This yojana was implemented with all

characteristics of self employment for personal training, infrastructure development,

financial bank credits, subsidiaries etc.

3. (Rural Housing) Indira Awaas emphasis on giving housing benefits to all the people

residing in rural areas.

India-Organizations And Rural Development

1. The rural department provides normances and services like HRD, research and training

facilities, DRDA functional assistance, schemes and project oversees the execution.

2. HSCAPB ltd. (Haryana State Cooperative Apex Bank Limited): The banks main purpose is

to assist the people in rural areas, farmers, unskilled labours financially.

3. NBARD (National Bank for Agriculture and Rural Development): The main aim is to

provide credit help for agricultural sector, handicraft industries, etc. Purpose of the

National Bank for Agriculture and Rural Development is to provide credit for the

development of handicrafts, agriculture, small scaled industries, village industries, rural

crafts, cottage industries, and other related economic operations in the rural sector.

ICT Applications Seen in Rural Development Areas

Information and Communication Technology has fully changed the way information that was

generated, stored, received, regained, processed and transmitted earlier for decade. ICT

infrastructure like cell phones, internets assess and service such as (OKR) e-learning,

administrative health care, dissemination of information in India.

Agriculture sector and ICT:

The most important occupation of people living in rural areas is farming, hence agriculture sector

need to be improved for the betterment population depending upon it. Increased land productivity

increases employment opportunities for middle class farmers and labours. On other hand, it leads

to economical development of the region.

ICT can help farmers in by arranging E-seminars (presentations or recorded audio, videos) can be

accessed on topics related to agricultural interests (using Internet). E-commerce platforms can

connect farmers to direct, consumers and traders and will get them better market prices for crops.

Health Care and ITC:

Health care service and medical aids is the most important and basic amenities of a social setup.

ICT has helped in the betterment of health facilities viability in rural regions, diagnosis,

consultation, treatment of patients via online access such as internet cell phones, email

questionnaires etc. ,guidance can be given to medical practitioners and staff ,people belonging to

rural places for critical problems and specialized training by online mode of communication.

Distribution of E cards to maintain the history of patients instead of paper and reports.

Challenges Faced in Application of ICT in Rural Area:

The most basic problem faced for application of ICT in rural areas is that the Education. As

45% of population in India is illiterate. It is said that education is the first step towards success.

Even after achieving increased level of growth lack of education will not bridge disparities and

eradicate poverty.

i. Illiteracy is the most basic challenge faced by ICT usage in vast population.

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ii. Electricity breakdown and power cuts for 5-12 hrs everyday affecting most villages and

rural areas.

iii. Financing difficulties encountered by the local level institutions and also by the state

governments. Funding should be implemented properly.

iv. Project leaders and guides shortage is the most commonly faced problem, which could

ensure ICTs implementation at the grass root levels.

v. Most leaders and guides unfortunately want to work only in urban areas and not at

rural region as there is ample of opportunities knocking their doors.

Conclusion :

The ICT tool usage has help to strengthen various sectors of growth in rural areas which includes

agricultural sector, education, self employment, skill development, healthcare and medical

facilities etc. Those States that have implemented ICT programs have showed a vast growth in last

few years for the adoption to a newer means of development and better socio-economic standards.

ICT will continue to be a field of increasing interest in the coming years for rural population.

However, it is expected that more enthusiastic involvement of the rural people in rural

development schemes and initiatives is still desired.

References :

• State-wise Per Capita Income and Gross Domestic Product at current Price. [Online].

Available: http://pib.nic.in/archieve/others/2014/aug/d2014070801. Pdf. [Accessed: March

18,2016]

• “Rural Development: Institutions and agencies since independence; Rural development

programmes: foci and strategies; Decentralization and Panchayati Raj; 73rd Constitutional

amendment”,urlhttp://publicadministrationtheone.blogspot.in/2012/09/rural-development-

institutions-and.html, September 2012.

• “India’s top 25 states with highest GDP”, press article, rediff.com, February 2012

• Agrawal, B.C. (ed.) (1985). Anthropological Methods for Communication Research;

Experiences and Encounters During SITE, New Delhi: Concept Publishing Company

• Ban, A.W. van den (2004). World Trend in Agricultural Extension, paper presented at the

International Seminar on Best Practices in Poverty Alleviation through Education in the

Next Century, Suwon, Republic of Korea, and October 2004.

• Annual report, 2014-2015, Ministry of Rural Development Government of India.

• Conroy, C. & Sutherland, A. (2004). Participatory Technology Development with Resource

Poor Farmers: Maximising Impact through the Use of Recommendation Domains, AgREN

Network Paper 133.

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ROLE OF ICT IN MEDICAL LABORATORY PRACTICES : AN REVIEW ON

HEMOGLOBIN DETERMINATION

Smt A. U. Kadlag* & Smt M.D Tajane*

*Asst. Prof. Microbiology Department, K.G.D. M. Art’s, Comm. And Sci. College, Niphad

Tq. Niphad, Dist.-Nashik [M.S.] India.

Abstract : The hemoglobin (Hb) level is the most-used parameter in Blood testing, it is used to calculate

various hematological indices Which include MCV, MCHC, the presence of anemia, the most-used

methods for measuring Hb levels are Sahli’s method, cyanmetahemoglobin, as an alternative to

this technology, CO oximetry, WHO hemoglobin color scale (HCS) has developed method. This

method is used in combination of high technology. ICT improves technology regarded

hemocytometer .it has advantages over Hemiglobincyanide - A Spectrophotometric method.

Sodium louryl Sulphate method, Azide met hemoglobin method.

Key Words: Hemoglobin. . Portable hemoglobinometers Methods.. MCHC, MCV.

Introduction

In today’s life Blood tests are suggested for analysis of many infections and used in the hospital

laboratory, pathological laboratory and in various healthcare centre’s.

Blood tests involves

-Blood group checking

-Hemoglobin checking

-RBC count

-WBC count.

Various methods used for measuring hemoglobin concentration, most of automated machines used

to perform different tests on blood sample. Within the machine, the red blood cells are broken

down to get the hemoglobin into a solution. The free hemoglobin is exposed to chemical

containing cyanide that binds tightly with the hemoglobin molecule to form cyanomethemoglobin.

By fluorescence through the solution and measuring how much light is absorbed (wavelength of

540nm), the amount of hemoglobin can be measured.

The hemoglobin level is expressed as the amount of hemoglobin in gm/dl of whole blood, a dl=

100 ml.

Normal range of hemoglobin of individuals according to their age is as follows:

Sr. No. Age Hb range in gm/dl

1 Neonate 17 to 22

2 One week 15to 20

3 One month 11 to 15

4 Children 11 to 13

5 Adult males 14 to 18

6 Adult women 12 to 16

7 Men after middle age 12.4 to 14.9

8 Women after middle age 11.7 to 13.8

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These all values may changes slightly between laboratories.

A low hemoglobin concentration in blood called anemia or low RBCcount.

Cause because of:

• blood loss,

• iron deficiency

• vitamin B12 deficiency

• folate deficiency

• bone marrow problems (replacement of bone marrow by cancer),

• by chemotherapy drugs,

A high concentration of hemoglobin than normal range hyper anemia. Cause - because of Loss of body fluid (vomiting, dysentery, diarrhea…etc), Routine methods of hemoglobin measurements in laboratory are modified by using various technologies

Methodology : Sample Selection. A total of 50 blood samples were collected. Blood was collected with the

Vacutainer system, containing EDTA to a total volume of 4.5 ml

Hemoglobin Levels. All samples were evaluated by methods:

1. Hemiglobincyanide- A Spectrophotometric assay - This method involves beers and

lamberts law ,in which absorbance of final solution is measures at 540 nm wavelength.

Final solution is prepared by diluting blood sample in solution of potassium fericyanide and

potassium cyanide.

Absorbance of final solution ( blood sample cyanide solution) and hemoglobin cyanide is

compared to find blood hemoglobin concentration.

2. Sodium Laoryl sulphate Method - Sodium lauryl sulphate is detergent used to lyse red

blood cells and forms a complex with released hemoglobin. This complex absorbs

maximum wavelength of light at 590 nm

This method gives linear correlation between hemoglobin concentration and absorbance of

sodium lauryl sulphate hemoglobin complex. In this method 25 ml of blood sample is

mixed with 5.0 ml of a 2.08 ml/lt solution of sodium lauryl sulphate ( buffer solution of pH

7.2) and measured absorbance of this mixture at 539 nm wavelength. Advantage of this

method is , it has less interference of lipemia ( increase WBC count) and use of non toxic

reagents.

3. Azide Met Hb Method - In this method hemoglobin is converted into a stable colored

product azide-Met Hb ,which has an identical absorbance spectrum to that of HiCN . this

method ressembles sodium lauryl sulphate method. In this Sodium azide is substituted for

toxic substance potassium cyanide. Hemoglobin is converted into met hemoglobin by

formation of complex ( potassium ferricyanide-azide.

New techniques of hemoglobin measurement:

1. Portable hemoglobinometers

2. Co –Oximetry

3. World Health Orhanization Color Scale

1. Portable Hemoglobinometers

Portable hemoglobinometers allows acxcurate hemoglobin determination. They determine

hemoglobin concentration by measuring color intensity of solutions with standard

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photometers. Microcuvettes are used this method which contain reagents necessary for

release of hemoglobin from RBC and conversion of hemoglobin to a stable colored product

are present in dried form on the walls of the cuvette.

Blood sample is introduced in the micro cuvette -10 microlitre and insert the cuvette in

photometer to measure color intensity of solution .

The photometer is calibrated by using HiCN standard and absorbance of test solution is

automatically converted to hemoglobin concentration. Result obtains in less than one

minute. This method is more accurate as compared to laboratory techniques.

2. Carbon monoxide oximetry

A carbon monoxide is a spatial type of spectrophotometer , used to measure corboxylated

hemoglobin and met hemoglobin.

This method is based on colored protein of hemoglobin which absorbs light at specific

wavelength by using spectrophotometer . absorption spectrum of hemoglobin is prepared

to find out unknown concentration of hemoglobin.

3. World Health Organization Hemoglobin Color Scale

This technique is used in areas ,where there are laboratory facilities are not available and

blood color is compared with chart of six shades of red, each shade shows specific range of

hemoglobin concentration of given blood sample.

Color Hemoglobin concentration

lightest 4gm/ dl

darkest 14gm/dl

This technique is very simple, Research and technology was used in the development of detection

of accurate hemoglobin concentration.

Conclusion:

ICT improves Quantitative analysis of hemoglobin without the need of lots of chemicals. WHO

color scale allowed hemoglobin checking even in the absence of laboratory. These newer

techniques has advantages over previous used techniques are as follows;

i. Small volume of blood sample is used.

ii. Require less time for detection of hemoglobin concentration

iii. Minimum Staff required for testing

iv. Easy to analyze

v. Require less equipments

vi. Time saving

Summary:

Hemoglobin checking is regularly used in analysis of health related problems .It is used to

calculate various hematological indices for example MCH, MCHC .

Numerous methods are used in routine analysis of hemoglobin concentration, which help to

determine hemoglobin concentration. In all this techniques new modified techniques has various

advantages over the previous ones, which improve laboratory skill, accuracy, short time detection.

ICT helps to modify laboratory techniques.

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References:

• Ananthnarayana. General Microbiology

• Kanhaiya Mukharjee. Medical Laboratory Techniques VollumeII

• Haldane J. The colorimetric determination of hemoglobin .J Physiol 1901;

• Hoffbrand A V , Pettit JE .Essential Hematogy 3rd edition

• Van Kampen EJ , Zijlstra WJ. Standardization of hemoglobinometry ii The Hemiglobincyanide

method .Clin Chim Acta 1961

• Roberts W, Fontenot J D, Lehman C M Overestimation of hemoglobin in a patient with an IgA

monochlonal Gammopathy . Arch Pathol Lab Med2000

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‘Research Journey’ International Multidisciplinary E- Research Journal

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‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

84 Website – www.researchjourney.net Email - researchjourney2014gmail.com

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3. ×¾Ö¤üµÖÖ£Öá �ëúצüŸÖ ׿Ö�Ö Ö ¾µÖ¾ÖõÖÖ ×−ÖÙ´ÖŸÖß ÃÖÖšüß ´Ö¤üŸÖ —ÖÖ»Öß.

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׿Ö�Ö Ö ¾µÖ¾ÖãÖê“Öê ˆ×¤ü™üµÖê ÃÖÖ¬µÖ �ú¸ü µÖÖÃÖÖšüß ¾Ö �Öã Ö¾Ö¢ÖÖ ÃÖã¬ÖÖ¸ü µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü

�úÖôûÖ“Öß �Ö¸ü•Ö ²Ö−Ö»Öß †ÖÆêü. †Ö¬Öã×−Ö�ú •ÖÖ�ÖןÖ�úß �ú¸ü ÖÖ“µÖÖ �úÖôûÖŸÖ µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖ¯Ö¸üÖ´Öãôûê ÃÖ´ÖÖ•ÖÖ“µÖÖ ¿Öî�Ö× Ö�ú �Ö¸ü•ÖÖ

ÃÖ´ÖÖ¬ÖÖ−Ö¯Öæ¾ÖÔ�ú ³ÖÖ�Ö×¾Ö µÖÖÃÖÖšüß •Öß ÃÖÖ¬Ö−Öê Ø�ú¾ÖÖ �úÖî¿Ö»µÖ ¾ÖÖ¯Ö¸ü»Öß •ÖÖŸÖÖŸÖ ŸÖß ÃÖÖ¬Ö−Öê Ø�ú¾ÖÖ �úÖî¿Ö»µÖ ÃÖ¬µÖÖ ×¾Ö�úÖÃÖÖŸ´Ö�ú

¥ü™üµÖÖ ˆ¯ÖµÖãŒŸÖ šü¸ü»Öß †ÖÆêŸÖü. ‡Ó™ü¸ü−Öê™ü“µÖÖ ÃÖÆü•Ö ˆ¯Ö»Ö²¬ÖŸÖê´Öãôêû þֵÖÓ†¬µÖµÖ−Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖ¯Ö¸üÖ¾Ö¸ü ³Ö¸ü ¤êü µÖÖŸÖ µÖêŸÖÖêµÖ.

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

85 Website – www.researchjourney.net Email - researchjourney2014gmail.com

†¬µÖµÖ−Ö ¯ÖÏ×�ÎúµÖÖ †×¬Ö�úÖ׬Ö�ú †Ö−ÖÓ¤¤üÖÖµÖß ¾Ö ÃÖã»Ö³Ö ²Ö−ÖÖ¾Öß µÖÖÃÖÖšüß Ã´ÖÖ™Ôü ²ÖÖê›Ôü, ¾Öê²Ö ŸÖÓ¡Ö–ÖÖ−Ö, ´ÖÖê²ÖÖ‡»Ö µÖÖ´Öãôêû ÆüÖŸÖ³ÖÖ¸ü »ÖÖ�ÖŸÖÖêµÖ. †Ö•Ö“µÖÖ Ã¯Ö¬ÖÖÔŸ´Ö�ú •Ö�ÖÖŸÖ ‡- »ÖÙ−ÖÓ�Ö ´Öãôêû ÃÖÓ�Ö Ö�ú«üÖ¸êü †¬µÖÖ¯Ö−Ö ¯ÖÏ×�ÎúµÖÖ ŸÖÃÖê“Ö •ÖÖ�ÖןÖ�ú ï֬ÖìŸÖ ³ÖÖ¸üŸÖßµÖ

×¾Ö¤üµÖÖ£Öá ×™ü�ú¾Öæ−Ö šêü¾Ö ÖêÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü †ŸµÖÓŸÖ ´ÖÆüŸ¾ÖÖ“ÖÖ ²Ö−Ö»ÖÖ †ÖÆêü.

ÃÖÓ¤ü³ÖÔ :- 1. Bhavana Shukla, ICT in Education visions and realoties, Agrawal Publication, first

edition, Delhi, 2016.

2. Khagendra Prasad, Information And Communication Technology In Education, Centrum Press, 2011.

3. פü¯Ö�ú ¯ÖÖ×™ü»Ö, †¬µÖÖ¯Ö−Ö ÃÖÖ¬Ö−Öê ¾Ö ŸÖÓ¡Öê, †£Ö¾ÖÔ ¯ÖÏ�úÖ¿Ö−Ö, •Ö»Ö�ÖÖ¾Ö 2007.

4. B. G. Mokhopadhya, Advanced of E-resource in libraries, Atharva Publications, Jalgaon. 2011.

5. ÃÖã¬Ö߸ü ²ÖÖê¬Ö−Ö�ú¸ü ¾Ö †»ÖÖê Öß, ÃÖÖ´ÖÖוÖ�ú ÃÖÓ¿ÖÖê¬Ö−Ö ¯Ö¬¤üŸÖß, ÁÖß ÃÖÖ‡Ô−ÖÖ£Ö ¯ÖÏ�úÖ¿Ö−Ö, −ÖÖ�Ö¯Öæ¸ü, 2007.

‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

86 Website – www.researchjourney.net Email - researchjourney2014gmail.com

Impact Factor – 3.452 ISSN – 2348-7143

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‘Research Journey’ International Multidisciplinary E- Research Journal

Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676

ISSN : 2348-7143

(Online)

October - 2016

87 Website – www.researchjourney.net Email - researchjourney2014gmail.com

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