Techniques for integrating native technologies with ict to teach zoology
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The document evaluates the integration of native technologies with ICT for teaching zoology and highlights its impact on student learning outcomes. It emphasizes the need for blended teaching approaches, especially following the COVID-19 pandemic, to enhance engagement and comprehension in biological education. Recommendations include providing ICT resources in colleges and utilizing various educational apps to facilitate effective learning.
Techniques for integrating native technologies with ict to teach zoology
- 1. Techniques for integrating native technologies with ICT to teach ZOOLOGY A. Anitha Satheesh, M.Ed. Scholar, anitha.alagesan@gmail.com Dr. C.V. Suresh Babu Professor, PG Department, dr.c.v.suresh.babu@gmail.com Sathyasai B.Ed. College, Rajaji Salai, Kamaraj Nagar, Avadi, Chennai-600071 Tamil Nadu, India THEME: TEACHER EDUCATION GLOBAL TO LOCAL SUB THEME: Developing and promoting Indigenous technologies/teaching aids
- 2. ABSTRACT • To investigate how education techniques can be used for integrating native technology with ICT to teach Zoology. • Several literatures supported that the students’ academic achievement in Biology can be improved using ICT aided instruction. • The moderating effect of gender is also examined. Randomization will be used to select the samples. Paired comparative measurement scale will be mainly used to compare ICT with the traditional teaching techniques. • Questionnaire will be designed and used as a primary tool to gather information from the teacher trainees. • In view of the preliminary findings , it is recommended that ICT resources should be provided to all colleges in Chennai and also educational authorities should lay more emphasis on modern educational resources that promote effectiveness in teaching and learning process.
- 3. INTRODUCTION • Teacher Education is not simply educating a teacher but it is the education to the whole community. • Biology teacher in the Higher Secondary class is the one who opens the professional career pathway and the vast arrays of jobs to the students. • Biology is a challenging subject but in the recent times, with the proper blending of ICT tools and apps with traditional teaching methods, the learning process of Bio- Zoology is made as a breeze to the students by the efficient teachers.
- 4. • The new educational paradigm focuses on the student. • This type of class using ICT in teaching activity allows all students to be active and keep their attention during the entire class and also the teaching process becomes more flexible. • Integrating computers in teaching biology allows bringing educational content closer to students, facilitation of learning, revision and acquisition of knowledge, as well as its usage. It also allows integrating the teaching process into modern technological developments.
- 5. RATIONALE BACKGROUND • ICT is been used in many colleges and schools as a separate entity. • They must follow an integration of ICT tools and apps into the teaching- learning processes of all subjects especially Bio-Zoology to get a clear picture and precise knowledge of the subject area. • The Global covid-19 Pandemic introduced this new norm of ICT integration in all subjects in most of the colleges and schools all over the world which has to be followed ever with continuous improvement and upgradation.
- 6. Primary Objective: • To study the techniques used for integrating native technologies with Information and Communication Technology(ICT) to teach Zoology. Secondary Objectives: • To improve the Learning outcome among students • To create interest among the students. • To develop critical and innovative thinking. • Frequent handling of Technical tools. • Fun based Biological activities.
- 7. RESEARCH DESIGN RESEARCH HYPOTHESES • Simple Hypothesis - Appropriate use of ICT in the teaching-learning process of Bio-Zoology Education improve the Learning outcome of the Students. • Complex Hypothesis - Proper and efficient use of ICT in the teaching-learning process of Bio-Zoology Education improve the Learning outcome of the students and also creates interest and motivates them to do asynchronous learning. • Null Hypothesis (H0) - There is no significant relationship between the use of ICT in the teaching learning process of Zoology and the Learning outcome of the students. • Logical Hypothesis - If ICT is properly implemented along with the traditional teaching method of Bio-Zoology education, it helps students to understand the subject better and motivates them further to do asynchronous learning.
- 8. RESEARCH QUESTIONS • Does the use of ICT tools and apps improve the learning outcome of Bio- Zoology education in students? • With the use of ICT the educational level stays same or increase or decrease? • Does the length of teaching of the teacher at the secondary schools influence the use of ICT for Bio-Zoology? • Are there any gaps between the learners and educators?
- 9. RESEARCH VARIABLES • Independent Variable - Use of various ICT tools and Traditional method of Teaching or Chalk and Talk method. • Dependent variable - Learning outcome in Zoology, Interest shown by students, Understanding level of the Students. • Moderator Variable - Gender of the student, Socio-Economic status of the Student, Parent’s Educational Qualification • Controlled Variable - Socio-Economic Status of the student • Intervening Variable - Residential area of the Student, Social Envrionment, Peer group of Student
- 10. SAMPLING TECHNIQUE • Purposive Random Sampling – Random Selection of Teacher trainee from Education Colleges / Universities in Chennai. • Cluster Sampling - Selection of Teacher trainee from SathyaSai B.Ed. College and Rajalakshmi College of Education at Chennai.
- 11. SCALING TECHNIQUE • Paired Comparative Measurement scales - It make use of standard frame of reference before answering the question. The respondent will be presented with two teaching methodologies – Traditional techniques and ICT tools & apps and is asked to select one according to whatever criterion they wants to use. • Rank Order Scaling -The respondents will be presented with several native and ICT technologies simultaneously and asked to order or rank them. • Constant sum rating scale -The respondents will be asked to allocate a total of 100 points between various teaching aspects and methodologies.
- 12. TOOLS USED FOR THE STUDY • Normative Survey method. • Tools and methods: a) Personal data sheet. b) Questionnaire
- 13. PRELIMINARY FINDINGS • The impact of ICT on the educational improvement shows that there is no meaningful difference between using of ICT in education of boy and girl students in terms of gender.
- 14. RECOMMENDATIONS • The presence of downloadable mobile apps has been a great help for both students and teachers. • Some apps aim to help students learn the basic biology concepts while some are focused on the more specific ones. • Some biology apps are even played as games as they serve as fun ways to learn concepts.
- 15. BIOLOGY APPS USES Internal Organs in 3D This biology app features the 3D model of the different organs in the human body and detailed morphological descriptions. Visual Anatomy Free It is an interactive learning app that features three-dimensional models of the human body anatomy. The NEET Biology This app features diagrams, illustrations, and flow-charts that can help its users be prepared for entrance exams for careers in biology and medicine. Anatomy & Physiology This app is perfect for reviewing dissection as it makes use of animals encountered in veterinary medicine as examples. Taxonomy This app, which can be used offline, contain more than 3000 binomial names of different organisms in the world, including bacteria, plants, and animals. Cell Biology 101 This app basically features various lesson, quizzes and practices that cover cell anatomy and physiology. Complete Biology This app is divided into 35 different biology topics and features categories like dictionary, tutorials, and practical exercises and exams.
- 16. SCOPE FOR FURTHER RESEARCH • Current Issues and Trends in Bio-Zoology Education • Technological Pedagogical Content Knowledge • Building Manipulative-Interactive Media with Application • E-content, Game and e-quiz for Biology Teaching • Digital Bio Environment • Assessment in Biology Learning using ICT
- 17. CONCLUSION • Current COVID-19 pandemic have given new ways of Teaching and Learning processes, the role of ICT have completely transformed from the traditional technologies to new generation tools. • All Students either college or school, get more involved when their classes blended with technologies. • It’s clearly seen that, effective use of ICT tools enhances the teaching- learning process and also improves students involvement.
- 18. THANK YOU.
- 19. ABSTRACT This paper discusses about the impact of sudden transmission of learning from face to face to online mode education during COVID-19. It discusses a positive usage of Information Communication and Technology in teaching subjects by the teacher during school closures. This study reveals that, how the learner have adapted to Blended learning to have more control over when they can learn, progress on their own pace with no distractions. It also revealed that more learners across the world were benefited through ICT. Keywords: ICT, Blended learning, Pedagogy, Technology.
- 20. INTRODUCTION Online education leads to a self-paced learning of the students. The use of on-line teaching and learning is unavoidable for both teachers and the students. It is an important component for enhancing the students’ skills and makes the knowledge wider. The outbreak of covid-19 forced the educational institutions to follow online education in teaching subjects. So, the learning and teaching stepped into the digital world. Now a days, the teachers are almost supported with online tools during this lockdown period.
- 21. RATIONALE BACKGROUND Today, ICT are been used in schools as a separate entity, instead, schools must have a Blended model into the learning and teaching processes for effective understanding.
- 22. PRIMARY OBJECTIVE: • To Equip Teachers For Blended Mode For Post Covid-19. SECONDARY OBJECTIVES: • To improve the adapted learning skills among students and teachers. • To develop critical and innovative thinking. • Frequently handling of technical tools. • Fun based activities.
- 23. RESEARCH DESIGN Research Hypothesis and Research questions Simple hypothesis: Online education of the students leads to self-paced learning of the students. Research Questions: What is the impact of online learning of education? What is the positive effect of online learning of subjects? Complex hypothesis: Online teaching and learning of subjects leads to more learning, more progress and with no distractions. Research Questions: What is the advantages of using online education in learning and teaching of subjects? In what way the blended mode is suited in learning and teaching of subjects?
- 24. SAMPLING DESIGN Probability sampling: Simple random sampling: 100 students are taken as a population with equal chances being given to the students. From 100 students, 25 students will be taken as a sample to represent the population. Stratified random sampling: Students may be divided on the basis of girls and boys and again this may be divided into groups like rich and poor. Sample will be selected from each different groups, in which it is equal to the entire population. There are differences in population such as sex, religion and status in this method treats all the students of a population as equal.
- 25. VARIABLE SELECTION Effect of online teaching on achievement of students during Pandemic situation. • Independent variable -Online teaching. • Dependent variable- Achievement in subjects. • lntraneous variable- Blended mode. • Extraneous variable-homely environment and parents support. • Moderating variable-intelligence. • Intervening variable-students interest. • Controlled variable- knowledge and computer. • Confounding variable-Teacher’s focus.
- 26. MEASUREMENT SCALE DESIGN • Nnominal scale: Online education and face to face education are the two modes of education that are present in our present educational system. • Ordinal Scale: The teacher ranked the children from the highest to the lowest with the help of their test scores • Interval Scale: The differences between online learning and off line learning are the same. • Ratio Scale: The teacher conducted an online classes for four hours daily to the students.
- 27. TECHNOLOGY DRIVEN MODULES Recent ICT provides free online modules to help students to learn and explore. Each tool is based on animated video involving interactive learning systems such as discussing subjects in real life situations and students can also undertake various activities and tests to exhibit their knowledge and problem solving skills.
- 28. SUGGESTIONS The following are recent apps which can enhance blended mode learning: • Economic Times: This handy news app covers the latest developments in the field of business and the stock market. Ifjis app has a global perspective that includes news, slideshows, stock tracking, and push notifications for important updates. More international than other economics news apps, this gives you a perspective on economic stories from around the globe. • EconBiz: For both students and researchers, EconBiz is a handy app to have to find information about recently published suject papers. It gives you access to a vast range of books, journal articles, and papers in the field of subjects. While it started off as a German- language app, now it covers a large amount of English language content too, making it useful for any economist who is trying to find a paper to reference. • iTunes U: If you’re an early stage subjects student, then you can take online courses in almost anything with iTunes U. This app lets you access full courses including videos and downloads from some of the best universities in the world. There are subjects courses available from Westminster Academy, Khan Academy, Cornell University, and more.
- 29. • World Bank DataFinder: When you’re writing a paper and you need quick access to important statistics from the World Bank, you can turn to their DataFinder app. Instead of having to trawl through the rather cumbersome website, you can check the app for data, including charts and maps, which compare countries and indicators, advanced queries to sift through large data sets to find what you need, and current data to get the latest information directly from the World Bank API. • Yahoo Finance: One of the most popular finance apps is Yahoo Finance, which you can use to track the stocks that you are interested in and get real-time information on the stock market. There is also a section for finance news which has all the headlines you need to read to stay updated about the current economy. The app is mostly aimed at investors, but with all this information it’s also helpful for economics students who want to stay informed. • Khan Academy: Another resource like iTunes U that is very helpful for students – especially new students – is Khan Academy. This app offers full courses on the basics of subjects which you can follow along online. The content is likely to be too basic to be useful for postdoc students, but for new Bachelor’s students seeking to refresh their knowledge of key topics like microe subjects or elasticity, it’s great. SUGGESTIONS
- 30. • Castbox: A great way to keep up with the latest news and discussions in economics is to listen to podcasts. Podcasts like Marketplace, Planet Money, or Bloomberg Taking Stock are great ways to learn, and you can listen to them while you are exercising or pottering around the house. Castbox is a free and easy to use podcast app. • Bloomberg: Another very popular finance app like Yahoo Finance is Bloomberg. This app has sections for business and finance news, market data, and portfolio tracking. Although the portfolio tracking features are less likely to be useful for students, the news section is outstanding and offers analysis and opinion pieces as well as the latest news in the field. • PocketCAS Mathematics Toolkit: If you’re doing advanced calculations for your data analysis, then it’s useful to have a scientific calculation app on your phone. The PocketCAS app has advanced features like creating 2D and 3D plots, performing calculus operations, algebra functions, and conversion of physical units. For advanced statistics users, this app is a must. SUGGESTIONS
- 31. • The Economist: This app from The Economist magazine focuses on news and analysis for economics topics from around the world. It offers a selection of free articles from The Economist, plus reports on current affairs, science, technology, and other news. You can save articles to read later and share articles over social media. If you’re a regular reader of The Economist, then this app is a must-have. • Oanda Currency Converter: When you need to stay informed about fluctuations in world currencies, it helps to have all of the important information in one place. This is what the Oanda Currency Converter offers, letting you track daily rates for different currencies and including an option to add a percentage to rates to simulate the actual rate offered by banks and credit card companies. • Oanda Forex Trading: This unique app is highly educational and also a lot of fun. It is designed for investors, but it also has a demo mode which is perfect for students. The demo mode lets you use fake money to make investments by buying and selling real currencies, and then keep track of how successful your ‘investments’ are. This is a great way to learn the basics of investing with no risk involved. SUGGESTIONS
- 32. BENEFITS FOR TEACHERS AND STUDENTS • It’s a new model of knowledge sharing to the students with variety of tools to learn effectively at their own pace. • For example: using GOOGLE FORM allows Teachers to quickly create test and submit the Students response immediately for blended mode. • Teachers and Students can access a variety of modern teaching and learning tools. • Online attendance, Class recordings creates more accountability for learners and Educators.
- 33. SCOPE FOR FURTHER RESEARCH This study we identified following scope for research areas: • Current Issues and Trends in Education • Technological Pedagogical Content Knowledge • Concepts and Principles of Integrating ICT in Classroom • Building Manipulative-Interactive Media with Application • Exploring Three Dimensional Space with Application • Building Digital Activity with Application • Game for Teaching • Digital Environment • Assessment in Learning using ICT.
- 34. CONCLUSON Current COVID-19 pandemic have given new ways of Teaching and Learning processes I.e. Blended mode. The role of ICT have completely transformed from the traditional technologies to new generation tools. Students get more involved when their classes blended with technologies. It’s clearly seen that, effective use of ICT tools enhances teaching of subjects and improves students’ involvement.
- 35. THANK YOU ALL