1.

Introduction

In this 21st century, the term "technology" is an important issue in many fields including
education. This is because technology has become the knowledge transfer highway in most
countries. Technology integration nowadays has gone through innovations and transformed our
societies that has totally changed the way people think, work and live (Grabe, 2007). As part of
this, schools and other educational institutions which are supposed to prepare students to live in
"a knowledge society" need to consider ICT integration in their curriculum (Ghavifekr, Afshari
& Amla Salleh, 2012).

Integration of Information, Communication, and Technology (ICT) in education refers to the use
of computer-based communication that incorporates into daily classroom instructional process.
In conjunction with preparing students for the current digital era, teachers are seen as the key
players in using ICT in their daily classrooms. This is due to the capability of ICT in providing
dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2012). While, the
aim of ICT integration is to improve and increase the quality, accessibility and cost-efficiency of
the delivery of instruction to students, it also refers to benefits from networking the learning
communities to face the challenges of current globalization (Albirini, 2006, p.6). Process of
adoption of ICT is not a single step, but it is ongoing and continuous steps that fully support
teaching and learning and information resources (Young, 2003).

ICT integration in education generally means technology-based teaching and learning process
that closely relates to the utilization of learning technologies in schools. Due to the fact that
students are familiar with technology and they will learn better within technology-based
environment, the issue of ICT integration in schools, specifically in the classroom is vital. This is
because, the use of technology in education contributes a lot in the pedagogical aspects in which
the application of ICT will lead to effective learning with the help and supports from ICT
elements and components (Jamieson-Procter et al., 2013). It is right to say that almost all ranges
of subjects' starts from mathematics, science, languages, arts and humanistic and other major
fields can be learned more effectively through technology-based tools and equipment. In
addition, ICT provides the help and complementary supports for both teachers and students

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where it involves effective learning with the help of the computers to serve the purpose of
learning aids (Jorge et al., 2003). Computers and technology does not acts

Corresponding as a replacing tool for quality teachers but instead they are considered as an add-
on supplements needed for the better teaching and learning. The need for ICT integration in
education is crucial, because with the help of technology, teaching and learning is not only
happening in the school environment, but also can happen even if teachers and students are
physically in distance. However, ICT integration is not a one-step learning process, but it is a
continual process of learning that provides proactive teaching-learning environment (Young,
2003).

ICT can be used in various ways where it helps both teachers and students to learn about their
respective subject areas. A technology- based teaching and learning offers various interesting
ways which includes educational videos, stimulation, storage of data, the usage of databases,
mind-mapping, guided discovery, brainstorming, music, World Wide Web (www) that will make
the learning process more fulfilling and meaningful (Finger & Trinidad, 2002). On the other
hand, students will benefit from ICT integration where they are not bounded to the limited
curriculum and resources, instead hands-on activities in a technology-based course is designed to
help them to stimulate their understanding about the subject. It also helps teachers to design their
lesson plans in an effective, creative and interesting approach that would result in students' active
learning. Previous researches proved that use of ICT in teaching will enhance the learning
process and maximizes the students' abilities in active learning (Finger & Trinidad, 2002; Jorge
et al., 2003; Young, 2003; Jamieson-Procter et al., 2013).

2. Literature Review

Technology has been used as a double-edged sword. As Burbules and Callister (2000) point out
that technology can be used well or poorly and that they have advantages and limitations, the key
issue concerning technology use is how it is used, by whom, and for what purposes.

Technology can enhance the teacher-student experience, Joseph (2012) in his study conclude that
the educator-student learning experience can't be replaced by technology due to human and
social elements which technology lacks. Education technology does not have interpersonal

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interaction and an increase in technology can lead to less interaction within teacher-student
interactions. Communication constitutes of 80 through language, while 20% is nonverbal such as
writing. Education technology falls into the 20 percent category concluding that it is not the best
tool.

While change in higher education expedited by technology is a safe bet for the future, it is
equally certain that technology adoption will proceed unevenly across the higher education
landscape and be driven by a wide range of factors. Shifting demographics, market, political and
other forces will require many colleges and universities to redefine their institutional cultures and
missions. At the same time, socioeconomic realities and security-related disruptions will
constrain the transformational potential of information technology. Henshaw(1994) has said that
some factors will limit the extent of innovative technology adoption while others will spur the
transformation of teaching and learning.

Levin and Bruce's (2001) taxonomy of educational technology categorises students technology
uses of learning into four categories; technology as media for inquiry, technology as media for
communication, technology as media for construction and technology as media for expression.
Each technology is likely to play a different role in students' learning. Students can learn "from"
computers—where technology is used essentially as a tutor and serves to increase students basic
skills and knowledge; or students can learn "with" computers—where technology is used a tool
that can be applied to a variety of goals in the learning process and can serve as a resource to
help develop higher order thinking, creativity and research skills.

Universities need to consider technology based instructional programs that are created to ensure
students' effective use of Internet as a learning tool. Gudanescu (2010), suggests tools of
education similar to Bruce and Levin's categories. The Internet can provide the following three
basic types of tools in the educational domain: Tools for inquiry, Tools for communication and
Tools for construction.

However a review of papers which purported to study students' experiences and use of
technologies (Sharpe et al 2005) found that many of these studies focused primarily at the level
of course evaluations, rather than on how learners actually use and experience technology. The
authors argued that we are failing to adequately acknowledge the learner perspective in the

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development of tools, pedagogy and teaching practices. They suggested that more in-depth
studies were needed that captured the diversity of how students are using technologies in their
formal studies, as well as eliciting students' perceptions of technologies.

Rowe (1993) made the point that obviously, the more effective uses of computers in education
will require new patterns of interaction between students and teachers, changes in the social
organization of the classroom, the adaptation of curricula and alternative purposes and modes of
student evaluation.

The use of computers can cause a change in the roles of teachers and students. Computers cannot
easily be integrated into classrooms to create supported learning environments without a better
understanding of the interaction between teachers and students or between students and their
classmates (Olson 1992).For faculty members, there must be opportunities for concrete
experiences capable of generating a personal conviction that a given technology is worth using
and an understanding of the contexts in which it is best used (Kukulska et al 2012).

An exploratory study was conducted by Glenda Gay et al (2006) to examine the attitudes and
usage of ICT among undergraduate management students in Barbados. They observed that the
students were generally favorable towards ICT. Males were more inclined to incorporate ICT in
web based instruction compared to other teaching activities. Older students were more interested
in using ICT only as a supplement to teaching activities.

In a study, Shaw (1999) described that the first year students exhibit a more positive perception
of ICT support learning than the second and third year students. They suggest that university
administrators need to address the gender and age differences regarding ICT usage as well as
develop strategies to maintain positive student attitudes and high usage of ICT. Shaw has
classified students attitude towards ICT into six dimensions; comfort, interactivity, self-
satisfaction, value new technology, experience and context. In his study among 99 undergraduate
science students, he observed the role of students learning styles, attitudes and perceptions on
information and communication technology assisted learning. His study also indicated that
students were uncomfortable with computers, were unhappy about the lack of personal contact
and would prefer to learn in a more traditional mode.

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Attitudes are emphasized as being one of the most essential factors towards the raising of
awareness among teachers regarding computer supported education (Shashaani 1993). Many
teachers are perfectly well satisfied with their practices and are unlikely to question prevailing
educational processes. According to Becker (2001) there are certain factors like technical
knowledge and teacher's experience, the number of computers in the class, to what extent the
teachers is interested in their professional development and their educational philosophy that
determine whether computers will be used and how they will be used.

Frizler (1995) asserts that although computers can never substitute teachers, computers can
"provide excellent and fairly inexpensive supplementary materials to enhance classroom
instruction" (Bataineh and Baniabdelrahman, 2005). The study showed that both males and
females generally had a preference for the use of information technology and showed that older
students may have a somewhat more positive perception of computers.

3. Problem Statement

The nature and scope of the technical education is undergoing dramatic changes, due to the
revolution of ICT. Obsolescence has taken a heavy toll on earlier tools, techniques, technologies
and work skills. The technical students are technology-savvy, have a low tolerance for static
content and monotony and look for instant gratification. Students learning styles have notably
changed due to the ICT practices. Their Knowledge, Attitude and Practice (KAP) are getting new
dimensions. ICT created a strong impact on their communication pattern and interactions.

Technical universities have offered several ICT facilities for the past few decades. Universities
have ICT in administration, academics and for research purpose. Even though they are investing
more money on ICT infrastructure, the universities still are not attaining the expectations. The
need of the hour is to understand the gaps and failures in the implementation of ICT. In order to
effectively implement ICT in engineering education it is important to examine the Knowledge,
Attitude and Practice (KAP) of ICT among the students and teachers of engineering education,
its impact on their communication behaviour and education.

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4. Research Objectives

This study aims to explore the contemporary ICT infrastructure in technical institutions, its
impact on teaching-learning process and also on the communication behaviour among the
stakeholders.

The following specific objectives are to study the exact situation of ICT, its usage and its impact
on leaching-learning and communication pattern.

1. To trace the existing ICT environment in technical universities.

2. To review the Knowledge, Attitude and Practice (KAP) of ICT among the
students and teachers of University affiliated colleges.

3. To examine the impact of ICT on teaching-learning process among the teachers

and students.

4. To outline the impact of ICT on the teachers and students communication

behaviour.

5. To identify the gaps in the effective usage of ICT among the teachers and
students in technical universities and develop new approaches to improve.

5. Research Design

Research Design is a blue print or complete plan of research, which guides researcher on various
aspects of research. Research Design used for this research are Exploratory, Descriptive and
causal.
5.1 Sampling

1) Population: Beneficiaries of Microfinance in Central Gujarat

2) Sample Size: 500 (250 teachers & 250 Students)
3) Sampling Method: Non Probability convenience Sampling
5.2 Contact Method

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Survey method will be used in the research to collect primary data from respondent
5.3 Research Instrument
Structured questionnaire will used to collect data. Questionnaire consist of close ended questions
to be evaluated in 5- point likert scale

6. Hypothesis

H01= There is no significant relationship between accessibility of ICT and Teaching

effectiveness

H02= There is no significant relationship between ICT Knowledge and Teaching effectiveness

H03= There is no significant relationship between Integration of ICT and Teaching effectiveness

H04= There is no significant relationship between Type of ICT and Teaching effectiveness

H05= There is no significant relationship between Perceived usefulness of ICT and Teaching
effectiveness

H06= There is no significant difference between teachers and students regarding Usefulness of
ICT in Teaching.

7. Data Analysis Framework

The procedures would include demographic details of the respondents, descriptive statistics, and
factor analysis. The systematic procedure of validating the questionnaire will be adopted as
required for this kind of research. The sample size estimation will be based on the standard
governing equations which would assume percentage defects and acceptable error. To study the
relationships between the components of hypothetical model partial least squares path modeling
(PLSPM) method will be used. The reason for this choice is the simple fact that PLSPM is an
analytic technique that runs principal component analysis (PCA) and regression analysis
simultaneously. Thus, PLSPM is considered to be a more efficient analytic technique than the
conventional method, in which, PCA and regression analysis are performed separately. The PLS
analysis shall be based on a two-stage approach by first assessing the measurement model

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(validity and reliability), and then assessing the structural model by an estimate of the paths
between the latent variables in the model and its predictive power.

Apart from use of PLSPM for data analysis, other tools will be used as per requirement of
research. Such as, Levene’s test of heterogeneity of Variance, Multi-Group analysis, Interaction
effect analysis etc.

8. Limitations of Study

There are a few limitations that were observed during the research.

1. The findings of the study are based on expected information of respondents, which may have
its own limitations. The objectivity of the researcher is naturally restricted by the extent of the
respondents’ tendencies to give real information. Possibility of hiding certain facts on the part of
respondents could not be completely ruled out, although every possible effort was made to elicit
authentic information.

2. The technique for the collection of data employed by the researcher was that of self-
administered questionnaires. Therefore, the outcomes of the research study are limited to this
technique of data collection.

3. The scope of the research is limited to students and teachers belonging to two universities.
Hence the findings of the study have their own limitations and can be made applicable
elsewhere, with certain precautions.

4. Low level of awareness among the educators and the students posed a major challenge to the
task of eliciting further opinions on the ICT.

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