Perception Of Diet Student Teachers Towards ICT-Based Classroom

Abstract

National Education Policy 2020 envisions a comprehensive strategy for integrating Information and Communication Technology (ICT) into the teaching-learning process, aiming to prepare students for 21st-century challenges through the transformative power of technology in education. Recognising the importance of Information and Communication Technology (ICT), this study examines student teachers' perceptions at the District Institute of Education and Training (DIET) in Odisha regarding the integration of ICT in classrooms. Employing a mixed-methods approach, the research utilises data gathered from student teachers of five DIETs, investigating their beliefs, experiences, and perceptions related to the use of ICT tools in educational settings. The study focuses on the essential use of ICT, the perception of ICT in the teaching-learning process, the benefits and barriers of integrating ICT, the extent of ICT training during teacher education programs, and the overall readiness of student teachers to incorporate technology into their teaching practices. According to the study's findings, students used ICT more than any other application to communicate with peers through inquiry-based and collaborative learning. The ANOVA test reveals that the relationship between educational qualification and certain statements regarding the advantages of ICT tools in classroom learning, the potential benefits of ICT tools, and the barriers to their adoption is significant at the 0.05 level of significance. The t-test results for rural and urban students' perceptions depict that student teachers from both rural and urban areas require additional training and orientation on data collection and the utilization of ICT. Therefore, it is highly essential to provide training to student-teacher educators in various educational programs to change the perception of integrating ICT into the teaching-learning process.