Abstract:

In this study, teachers’ perspectives, their awareness level of specific technologies and the roles this technology plays in education are researched. Technical problems that inhibited the use of computers in their schools are also identified. Data was elicited from a sample of 200 teachers who were working in basic education schools in Sangamner region of Maharastra, India.
The results revealed that many teachers were not computer users. Many teachers lacked a functional computer literacy foundation upon which to build new technology and skills. Analysis of teachers’ knowledge of computer technologies revealed low levels of technical knowledge, as well as some interesting perceptions of the role of some specific computer-related items. For most teachers, the use of computers and related technologies had not been a routine part of their own educational environment.
This study showed that gender, years of teaching, and school status have a significant relationship to familiarity with computer technologies in India. Lack of hardware, lack of knowledge and skills about using computers, lack of training or insufficient training opportunities, and crowded classrooms were determined as the most important problems that basic education schools face in India. Data suggest that primary school teachers in India need to be increasingly encouraged to explore the emerging technologies for teaching. The results of this study can be used in the educational systems of newly developing countries to overcome the difficulties mentioned in this case.

Keywords:

Primary education, Improving classroom teaching, Technology training, Teacher education.