Major Problems Associated With the Use of ICT in Institution
Shabnam S. Mahat1, P.P. Jamsandekar2, K.M. Nalawade3
1Prof. Shabnam Sikandar Mahat, Department of Computer Applications, Bharati Vidyapeeth Deemed University, Pune, Sangli (Maharashtra), India.
2Dr. Pallavi P. Jamsandekar, Department of Computer Applications, Bharati Vidyapeeth Deemed University, Pune, Sangli (Maharashtra), India.
3Dr. K.M. Nalavade, Department of Computer Applications, Shivaji University, Kolhapur Dhananjayrao Gadgil College of Commerce, Satara University, College (Maharashtra), India.
Manuscript received on 12 March 2013 | Revised Manuscript received on 21 March 2013 | Manuscript Published on 30 March 2013 | PP: 14-16 | Volume-2 Issue-4, March 2013 | Retrieval Number: D0484032413/13©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. The absence of a formal and established ICT curriculum leads to an ambiguous situation, because there is nevertheless an observable policy towards the adoption of ICT in education. This policy fosters the integration of ICT in teaching and learning processes, but builds on the professional attitude and willingness of the individuals. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the UGC and AICTE. In order to answer this question, a survey was conducted among the colleges in sangli city. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The present study investigates how and to what extent colleges implement the new expectations arising from the national authorities. In particular, it examines which ICT competencies teachers actually adopt (actual use) and which competencies they intend to adopt in the future (preferred use).
Keywords: ICT, Security Concerns.
Scope of the Article: Big Data Security