UNIVERSITY OF AGRICULTURE

UNIVERSITY OF AGRICULTURE, FAISALABAD
Sub-Campus Burewala-Vehari
Synopsis for the Degree of M.Phil Education
Title: The role of technology in enhancing the teaching learning process at secondary level
Name of Student : Bushra Saleem
Registration No. : 2016-ag-5916
Abstract
Education is the backbone of any nation or country, it is also the best endowment for a nation and development of a nation or country largely depends upon the quality of education. The two basic elements of an educational system are students and teachers. Teachers play a key role regarding the learning of students. It is important that the teachers should be trained well with the modern technology so that they can pay full attention in order to improve learning skills and progress of students. Keeping in view the factors which helps in enhancement of technological learning should be addressed. This study has been designed to examine the role of technology in enhancing the teaching learning process at secondary level. This study will be conducted in district Vehari including 20 schools which includes teachers and students. The data will be collected by using a well-structured, reliable and well validated questionnaire. The collected data will be analyzed statistically by using Statistical Package for Social Sciences (SPSS).

UNIVERSITY OF AGRICULTURE, FAISALABAD
Sub-Campus Burewala-Vehari
Synopsis for the Degree of M.Phil Education
Title: The role of technology in enhancing the teaching learning process at secondary level
Date of admission : 10-09-2016
Date of initiation : 08-10-2017
Probable Duration : Six Months
Personnel
Name of student : Bushra Saleem
Registration No : 2016-ag-5916
Supervisory Committee
Mr. Dewan Abid Hussain (Supervisor)
Mr. Muhammad Sami-ur-Rehman (Member)
Mr. Muhammad Shahzad Naseem (Member)

Introduction
Picturing your classroom when you were a student and making a list of all technology used in that classroom’ chalkboard ‘Textbooks’ computer?
Now, if you walked into your that classroom today what list of technology you would expect to see there. Does technology enhance learning? It’s not just unreasonable question to be asked but unfortunately this question is wrong. The better question can be how we can design technology that enhances the learning and how we can measure that enhancement?
Technology has always been a part of teaching as well as learning environment. It is one of those resources that teachers use to facilitate their students. Investment in schools regarding technology is made to enhance the teaching learning process. Technology in schools has become mobile through tablet devices, smart phones and laptop computers. Students are now able to work collaboratively sharing information and exchanging of ideas. Students have become independent in their decisions making regarding their learning time and resources. Technological systems prevailing in schools has changed the schools and class rooms ‘ such as computer devices are powerful that it connects students to each other in a classroom from those that sit on our desks to those that sits in the palms of our hands. Technology has become a professional toolbox for our teachers. In spite of the fact that technology is integrated in the education system’ the use of technology in classroom is still low. The need of new technologies in teaching learning process is needed. Technology has changed the scenario of education. (Eady & Lockyer, 2013)
Students learn not only by the teacher but they also learn through interacting with one another. But now the learning process is not only limitised to teachers but students can learn much more than that the teacher teaches by using information technologies according to their requirements and availability of the resources. Information technology can help the teachers and the students to have up to date information. For effective learning accurate and right knowledge is required. Thus it is a combination of providing right information to right people at the right time. Increasing technology in the classrooms today is not just an asset to the classroom but its benefits are beyond imagination. It’s not only benefits the learners but also helps in improving productivity. (Branson, 1991)
For effective running of any institution the institutions try to advance their campuses with technology. There are many news feeds about this. I have read six related articles in which the uses of technology in the classrooms were evaluated. After reading all the articles I concluded that no doubt technology prepares the students for their better future in a productive manner. It shows academic progress in a variety of subject areas. One example I found by reading a research paper was that a teacher made students to use the word to type a story and as a result the student recognized many spelling and grammatical mistakes. The students also show their interest by learning through technology with longer lengths of time. It is an effective source of communication between the students, teachers and the parents. Technology emphasizes the way classrooms are to be operated. As President Obama in his announcement of the white House’s Connected initiative, ”Technology can make a substantial impact on students achievement. The utility of technology in education is clear. It provides teachers with the ease to identify particular needs of the students. Unless a proper knowledge about the use of technology tools is given to the teachers, the maximum potential cannot be obtained. As teachers are not properly trained about the benefits of the technology they cannot convey it in a proper form to the students. Thus technology is half of the story unless training and professional developments are considered a priority too. A child is not a user of digital technology by birth. But by the help of teachers who have skills to use the technology he can learn to be the one. A teacher can help the students to draw links between the activities inside or outside the school. Technology accelerates the literacy rate as well. To model real world practices technology plays a vital role. (Dr. Gary Motteram, 2017)
Teachers can use technology to:
Introduce a topic to the students.

For demonstration purposes.

To engage students in productive activities that is not possible otherwise to make the best use of time.

Solving the study problems of the students
Presenting the study material in more attractive way.

Helping the students in searching more quality material.

Improving the general knowledge of the students.

Coach the students. (Rashid, 2001)
Students can use technology to:
Explore the qualitative data.

Improves their methods of learning.

Applying their learning experiences in real.

Self learning habits at their own pace and time.

Exchanging their learning experiences with other students.

Learns with the teacher in spite of learning by the teacher.(Marriam, 1997)
Technology has served the educational sector and its two key elements, students and teachers in many ways. But as the great inventor said,
”Our imagination is the only limit to what we can hope to have in the future.”
We must use our imagination in demonstrating the learning process through technology before it gets actually available in the classroom. Technology is fulfilling many roles in education but ultimately the application needs to improve efficacy to be sustainable. Precisely, Technology makes learning, more fun for the students and easier for the educators. So technology should be used in all sorts of education. (Hussain, 2005)
Objectives
General objective
The general objective of the study is to determine the role of technology in enhancing the teaching learning process at secondary level
Specific objectives
To present the role of technology in promotion of education
To determine that technology is an effective mean of information
To determine that print technology is a reliable source in promotion of education
To present that educational standard can be raised through technology
To determine that a nation can be developed through the enhancement of technology by learning new disciplines
To determine that the technology develops the sense of awareness to learn new trends in field of education and promotes educational technology in learning process
Review of the literature
Judson (2006) emphasized that there is a positive correlation in teaching methods between teachers and the uses of technology. This journal also cites that in the previous searches the focus was on qualitative use of technology not the quantitative use of technology. Observations from 32 teachers of all grades were made. Each teacher was asked to conduct a survey including their own opinion regarding constructivist uses of technology. The researchers filled in their own application forms. The results of survey showed that previously the teachers who believed in constructivist practices also in the favor of technology uses. A survey was also made amongst experienced teachers and novice teachers. As experienced teachers have more knowledge in how to apply technology in lessons the ultimate success of their lessons.
(Banyard et al., 2016) presented a study from UK regarding internet technology prevailing in schools. During survey it was concluded that students who are given a moderate use of computers shows the highest performance. British Educational Communications and Technology Agency (BECTA) conducted a survey of classrooms of all grade levels at 37 UK schools, compiling report based on the data collected by interviews from teachers and students, heads of schools and other faculty members. One of the positive observations included self learning which involves a process in which students set goals, monitor their learning, motivate them to evaluate and learn their own learning. Students can build their own self regulated learning skills through internet technology. Students can easily work and learn at their own pace in learning material. The main conclusion drawn is that this increase in educational technology does have the capabilities to improve students self regulated learning.
Mueller and Oppenheimer (2014) illustrated that ‘The Pen Is Mightier than the keyboard’, it is claimed that laptops and computers are beneficial for the students learning process while note taking. Well a recent journal from scientific American, students are better off without a laptop in classroom added fuel to this fire.

Branson (1991) stated that students not only learn by the teachers but they also learn along with the teachers.
Rashid and Marriam (1998) stated that both the teacher and the students can work with others as well as remote sites. Marriam stated the phases of this process as: it puts new ideas into operation. It is helpful in achieving the integration. Technology is not only helpful in developing the awareness in sense of recognizing that something is wrong or different but also beneficial in exploring the alternatives.
Aggarwal (2000) says that we cannot deny that web based courses open new educational access to nontraditional students.

Healey (2001) and Petal (2007) claimed that the teachers are availing possible benefits from the use of technology in classrooms. It helps the teachers in directly addressing their students learning needs but also in proving their own skills about the proper and clear use of technology. Teachers have now also access to the proper, authentic and accurate material for delivery of lessons and more sources of information for their students to draw upon in classrooms.
Marshall (2002) the introduction of technology in education doesn’t translate it into better outcomes. Research has stated that in spite of the type of technology used the utmost important fact is that of the manner in which the technology programs are implemented. This article indicates that single most important factor in successful use of technology is the ability of the teacher to integrate the technology tools in learning of students. It has also been stated that if the institutes spends much money on buying of technological tools but the teachers fail to implement those tools, and then the technology does little to enhance the students learning process. As 28% of teachers nationwide reported that they were not well trained that how to integrate the computers in their lesson plans.31% of teachers claimed that they received no training in computer or software use in 2004 or 2005 and 42% said that they received only eight or less hours of training.

Zhang (2005) study conducted by zhang stated that need based study helped students of such schools where training sessions are not occurred to design training that matched teachers learning goals.

Methodology
The main purpose of the study is to identify the role of technology in promotion of education in both teaching and learning process and also give recommendations to improve the standard of education at secondary level in district Vehari. This study will be conducted in district Vehari. As a sample 60 students and 50 teachers were selected from four different institutions of Vehari district by simple random sampling. The data will be collected by using a well-structured, reliable and validated questionnaire. The collected data will be analyzed statistically by using statistical package for social sciences (SPSS).

References
Aggarwal, (2000). Web-based learning and teaching technology, 9(2):p (11).

Barnyard Philip, Jean Underwood and Alison Twiner, (2006). European journal of Education, 41(3/4): 473-489.

Branson, (1991).The School year concept at Northwest March 7,9(2).

Dr. Gary Motteram, (2017). Teaching and Technology case studies from India, 27(1): 70-105.

Eady, M.J ; Lockyer ,( 2013).Paper by University of Wollongong ‘Tools for Learning, Technology and teaching strategies Queensland University Of Technology , Australia, pp(71).

Healey, (2001) and Dun Levy Petal, (2007).Are Technology using students better learners, presentation at teacher to teacher conference, Abu Dhabi, 55(1): 12-18.

Hussain, (2005). Journal by international Islamic university Islamabad, 9(5): 1302-6488.

Judson Eugene, (2006).Journal of technology and teacher education, Arizona State University
California, 14(3): 581-597.

Marshal, (2002). Technology use in Tomorrow’s Schools, 58(4): 57-61.

Mueller and Daniel M. Oppenheimer, (2014). Journal from Scientific America, 25(6):1159-
1168.

Marriam, (1997). Learning in Adulthood: A Comprehensive Guide, San Francisco, Jossey-Bass Publishers, 9(2), p (34).

Rashid, (2001). Trends and Issues in Distance Education, 9(2), p (270).

Rashid and Marriam, (2001). Educational Technology: National Book Foundation; Islamabad, 9(2): 301-338.

Zhang, (2005). A Collaborative Professional Development Model: Focusing on Universal Design for Technology Utilization. ERS Spectrum, 31-38.