Articles

Editorial, Volume II, 2012

We are very happy to publish the Volume II of Bhatter College Journal of Multidisciplinary Studies both on the web and in print. It is indeed a very amazing feeling that we are carrying forward a legacy of human culture that had originated out of the need for communication in the unknown prehistoric times. The history of civilization—to a great extent—can be called a history of the evolution of technology. Marks and signs are everywhere—from the caves paintings, rock inscriptions, papyrus manuscripts, palm leaves, animal skin, printed paper, telegraph, radio, cinema to the digital media, and all these point to the evolving and creative nature of élan vital, which tries to assert itself in complex and varied forms. In the previous century we witnessed the culmination of such spirit on two media—paper, a product of Industrial Revolution of Europe, and cinema/television which led ultimately to an explosion of knowledge. But in this second decade of the 21st century we can sense that we have entered into post-Gutenberg digital era and got past the print culture. While in the previous century we witnessed explosion of knowledge, in the new century with the physical barriers of time and place greatly minimised, we are experiencing a revolution of communication and access and an explosion of information. With the new technology, teaching-learning systems all over the globe are going through challenging times; for, it also demands that the infrastructure exist in functional form and trained teachers incorporate the techniques as naturally as they do the blackboard.

Virtual Effects with Virtuous Personality: A Sufi Approach to the Ethical Aspects of ICT in Education

Mohammad Shaheer Siddiqui,Visva-Bharati, Santiniketan, India

 

Abstract

Three discoveries of man gave revolutionary dimension to human race viz. fire, wheel and language but fourth one has changed the global face i.e. ICT. No doubt ICT played much important part in almost all the arenas for national development but its role in education should not be confined to the use of CAI or other technology to make learning mechanical process. Student is not just a ‘brain’ of flash and blood; he has a heart, a soul and waves of dynamic ever fresh emotions unlike the rigid computer software. Education of heart and soul is much required today. Take an extract from the paper on ‘Education for Peace’ by NCERT (2006). A teacher had a dream in which she saw one of her students fifty years ahead. The student was angry and asked a number of questions complaining of the irresponsible teaching and unripe education. What pinches more is the following extract. “With ever greater anger, the student shouted, ‘You helped me extend my hands with incredible machines, my eyes with telescope and microscopes, my ears with telephones, radios and sonar, my brain with computers, but you did not help me extend my heart, love and concern for the human family. Teacher you gave me half a loaf.” The role of new technology becomes more responsible and serious because it works sometimes as dummy teachers. There requires a collaboration of ICT and value based education, collaboration of technology and tradition and collaboration of virtual effects and virtuous personality. Increasing scenario of ‘educated and technological crime’ is the outcome of such disintegrated education system. This paper is a little effort to identify the need of ethical aspects of ICT in Education.

Integrating ICT in Teaching Learning Framework in India: Initiatives and Challenges

Rumpa Das, Mahestala College, West Bengal, India

Abstract

Acknowledging education as a tool for social change necessitates incorporating changes in the methods of dissemination of knowledge to synchronise with emerging trends in all sectors of life. According to a World Bank report, disparities in the levels of ICT readiness and use could translate into disparities in level of productivities and hence could influence a country’s rate of economic growth. Understanding and leveraging ICT is therefore critical for countries striving for continued social and economic progress. Hence, the necessity for Information and Communication Technology (ICT)-based resources to be embedded in educational systems to facilitate students to be acquainted, familiarised and skilled in such tools and environments. But this is a mammoth task and policies, programmes and initiatives are to be taken for this. This paper discusses some of the initiative and tries to mark out certain key areas which pose a great challenge to all the stake holders in higher education.

The Advent of ICT in Higher Education and Its Implications

Anupama Singh, Sibpur Ambika Hindi High School, Howrah, India

 Abstract

The introduction of ICT in the last two decades or so in India has brought about enormous changes in every sphere of life and especially in the field of education. This new digital technology has become inevitable and essential and it promises revolutionary benefits for the present and future. But along the way it also poses certain challenges which need to be addressed holistically in effective ways in order to keep pace with the rest of the world and ensure a robust system. This paper takes an overview of the present state of ICT in India and discusses the core issues relating to planning and implementation.

Mobile Communication Devices as a Tool of Educational Process: a Brief Reference to Indian Scenario

Abhijit Mitra, Bhairab Ganguly College, Belgharia, Kolkata  

 Abstract

Mobile technology has opened various avenues for education. M-learning is a new way of learning, in which mobile devices including handheld tablets, PDA, mobile phones, symbian and smart phones are used for teaching-learning purposes. It makes learning portable, spontaneous, effective and exciting. We can record the lectures, read E-books, provide feedback, access internet, multimedia materials, and practical exercises and use software for educational purpose. This paper discusses the concept of M-learning and examines its significance in education. The paper explores the challenges of M-learning and examines the present trends of M-learning in India.

Fostering Autonomous Learning through Technology in the Language Classroom

A. Linda Primlyn, Scott Christian College, Nagercoil, India       

 Abstract

This paper examines the use of autonomous learning through technology in the language classroom. In the classrooms, learners should be equipped with the tools for their own learning, while the teacher guides and provides support. Listening, speaking, comprehension projects which could be helped by the use of audio cassettes, videos, television, writing and writing correction programmes, can now be fruitfully be done with computers. These new tools support and extend student opportunities and access to academic and authentic language skills. The aim of the paper is to project the advantages of virtual classroom over the traditional classroom. Also, the factors which make the students learn the language thoroughly without much of a strain will be discussed. Teachers should take it as a challenge as how to make their pupils motivated to learn the English language and how to make the learning process itself motivating for children. The objective of the paper is to report the gains that may be obtained from the use of technology to develop language skills in students of English as a foreign language.