Attitude of teacher educators towards using e-content in teaching

Dr. Hoovinbhavi B.L

Professor & Dean
DOS in Education
Gulbarga University,
Kalaburagi-585106
Email: hoovinbhavibl@gmail.com
Mob: 9480576959

Sushma N Jogan
JRF scholar
DOS in Education
Gulbarga University,
Kalaburagi-585106
Email: snjogan.jogan@gmail.com
Mob: 9591715030

Abstract:
Education system around the world is drastically changing to use new information and
technology to teach students the knowledge and skills that they need. However, even today one
of the greatest challenges of integrating ICT in education is lack of e-content quality. E-content
includes all kinds of content created and delivered through various electronic media from old
media such as print and radio to the increasingly sophisticated electronic tools with combination
of sounds, images and text. So, it is the need of the hour to encourage e-content at various levels
of education. The aim of the study is to investigate attitude of teacher educators towards use of econtent in their teaching. It is more essential to provide e-content development for the teacher
educators. Normative survey method has been used in the present investigation. Random
sampling technique was adopted in sample selection of 100 teacher educators from various
colleges of education in Gulbarga city. For the collection of data the standardized tool developed
by Dr. S Rajasekar (2010 Attitude towards using e-content) was used. The results indicate that
the majority of teacher educators have favourable attitude towards using e-content. Significant
difference was found based on the discipline and gender. It is suggested that teacher educators
should be more facilitated in using e-content by providing development programmes.
Key words: teacher educators, attitude, e-content, e-journal and e-books.
Introduction:
Normally in the growth of technology applications in education, we are moving towards a
Virtual Reality where the distance between the teacher and the taught is nil. The possibility of
such virtual reality can be made by generating good e-Contents and accessible by all. E-contents
are basically a package that satisfies the conditions like i.e. minimization of the distance, cost
effectiveness, user-friendliness and adaptability to local conditions (Saxena Anurag, 2011) E-

content is digital information delivered over network-based electronic devices, i.e., symbols that
can be utilized and interpreted by human actors during communication processes, which allow
them to share visions and influence each others knowledge, attitudes or behavior(Buchholz
Andrea & Zerfass Ansgar. 2005). Towards a broader definition the design (pedagogical and
learning principles used to create the digital intervention) of the subject matter (E.g. Math,
Science etc.) in question and the digital delivery mode (Computer, Video etc.) used(NUEPA,
2007)
Need of the study:
According to Selinger (2004), e-content should be seen as a tool to improve the
understanding, engagement and motivation of learners; to provide a safe environment for them to
experiment and explore their conjectures; and to test their understanding using novel assessment
methodologies based on trial and improvement; simulations and manipulation of models. The
didactic nature of e-contents seems to fulfill this condition as the leaner while reading the
didactic content builds an understanding and then assess that understanding using quiz/puzzles.
e-Content can also be utilized as reusable learning objects. Wiley gave a working definition of
learning object as any digital resource that can be reused to support learning. The philosophy
behind this is that self instructional materials try to bridge the gap between the teacher and the
taught. The philosophy stands good for the e-content generation too. In this way the researcher
tried to study the teacher educators attitude towards e content.
Operational terms defined:
1. Teacher educators: they are educators who provide formal instruction or conduct
research and development for educating prospective and practicing teachers. Teacher
educators provide the professional education component of pre service programs and the
staff development component of in service programs.
2. Attitude: A predisposition or a tendency to respond positively or negatively towards a
certain idea, object, person or situation. Attitude influences an individuals choice of
action, and response to challenges, incentives and rewards.
3. E-content: Electronic content is a digital content that can be transmitted over a computer
network such as the internet.

4.

E-journals: Electronic journals also known as e-journals, are scholarly journals or

intellectual magazines that can be accessed via electronic transmission. They are a
specialized form of electronic document; they have the purpose of providing material for

academic research and study.

5. E-books: A book that is read on a computer or other electronic device. A book composed
in or converted to digital format for display on a computer screen or handheld device.
Review of literature:

1. Kimmel (2003) argues that by combining techniques, tools, methods and models (i.e., the
Minute Paper tool and the Constructive Learning model) we can reach all levels of

2.

Blooms Taxonomy of learning and accommodate all learner types.

Almerico and Baker (2005) have stated in their research report, when planning to teach,
many educators often focus on the selection of content, teaching method, and
instructional materials. The variety of components stress the need for clear objectives in

lower education play an important role to lead learners to go in for higher education.
3. Jared Keengwe (2007). According to this author, faculty may assume that students
learning in modern technology era are highly competent in general computer skills and
are more prepared to learn with technology as opposed to the previous generations of

4.

students.
According to Siew-Woei Ling et al. (2008). A good instructional design model would be
one that acknowledges the relationship among learners, instructors, learning materials
and learning environment.

Objectives of the study:

1. To identify teacher educators attitude towards using e-content in their teaching.
2. To find out the difference between male and female teacher educators attitude towards
using e-content.
3. To understand the need and importance of e-content in teaching.
4. To find out the ways in using of e-content in teaching process.

Hypotheses:

1. There is a significant difference in teacher educators attitude towards using e-content in

their teaching.
2. There is a significant difference between male and female teacher educators attitude
towards using e-content.
3. There is a significant difference between arts and science teacher educators attitude in
using e-content.
4. There is a significant difference in teacher educators attitude towards using e-content
with respect to locality.
Sampling technique: For the present study researcher has used random sampling technique.
Size of the sample: A sample of 100 teacher educators selected from different colleges of
Gulbarga city.
Methodology & Tool: The study is based on Survey method. Research tool was developed by
Dr. S Rajasekar (2010).
Statistical technique: Mean, SD and t test was used.
Analysis & Interpretation of data: The collected information from the data was analyzed
statistically by using SPSS version 20. Following are the inferences ascertained.
Table 1: There is a significant difference in teacher educators attitude towards using e-content in
their teaching.
Teacher
N
100
Educators
*significant at 0.05 level

Mean
1.58

SD
0.496

t
1883.297

Sig
0.000*

The above table reveals that attitude towards use of e content in Teacher educators (N=100),
Mean 1.58, Standard Deviation 0.496 and calculated t-value 1883.297 and obtained significant
value is 0.000 which is significant at 0.05 level. Therefore above stated hypothesis is accepted.
Table 2: There is a significant difference between male and female teacher educators attitude
towards using e-content.

Gender
Male
Female

N
50
50

Mean
1.48
1.68

SD
0.505
0.471

t
2.048
2.048

Sig
0.043
0.049

The above table shows that teacher educators attitude with respect to gender, male (N=50), Mean
1.48, Standard Deviation 0.505 and calculated t-value 2.048 and obtained significant value is
0.043, female (N=50) Mean 1.68, Standard Deviation 0.471 and calculated t-value 2.048 and
obtained significant value is 0.049 which is significant at 0.05 level. Therefore above stated
hypothesis is accepted.
Table 3: There is a significant difference between arts and science teacher educators attitude in
using e-content.
Discipline
Science
Arts

N
42
58

Mean
1.76
2.47

SD
0.906
0.842

t
3.995
3.949

Sig
0.000
0.000

The above table shows that teacher educators attitude with in discipline of science (N=42), Mean
1.76, Standard Deviation 0.906 and calculated t-value 3.995 and obtained significant value is
0.000, Arts (N=58) Mean 2.47, Standard Deviation 0.842 and calculated t-value 3.949 and
obtained significant value is 0.000 which is significant at 0.05 level. Therefore above stated
hypothesis is accepted.
Table 4: There is a significant difference in teacher educators attitude towards using e-content
with respect to locality.
Locality
Rural
Urban

N
32
68

Mean
1.66
2.41

SD
0.865
0.868

t
4.064
4.069

Sig
0.000
0.000

The above table shows that locality of teacher educators, Rural (N=32), Mean 1.66, Standard
Deviation 0.865 and calculated t-value 4.064 and obtained significant value is 0.000, Urban
(N=68) Mean 2.41, Standard Deviation 0.868 and calculated t-value 4.069 and obtained
significant value is 0.000 which is not significant at 0.05 level. Therefore above stated hypothesis
is accepted.
Conclusion:

Content is the heart of learning and medium acts as nerves in that. Although e-content
development plays a key role in e-learning, it is undoubtedly not an easy process. It requires
expert knowledge in the subject area, patience in creating the necessary objects that make up
quality, interactive course where, and a high sense of creativity in structuring and sequencing
the topics to make a complete whole. From this we can predict that e-content production
enriches the e-learning in a dynamic way. So, it is clear from the above analysis the results
indicate that teacher educators have favourable attitude towards using e-content in their
teaching.

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Journal of Educational Technology, I-manager pub, Vol.08, No.02, July-Sep 2011, pp.0811.