IMPACT OF EDUCATIONAL TECHNOLOGY IN TEACHING AND LEARNING AT SECONDARY LEVEL FOZIA IRUM Roll No. 06 M.Ed Submitted in partial fulfillment of the requirements for the degree of M.Ed. at Govt. College for Elementary Teachers, Sargodha 2011 In the name of “ALLAH” the most beneficent and the most Merciful "O mankind! We created you from a single (pair) of male and female, and made you into nations and tribes, that you may know and cooperate with one another." - (Quran 49:13) Acknowledgement Allah is the most beneficent and merciful to all of us, who guides as to the right path. He deserves the entire acknowledgement because He gave me patience to do this laborious task successfully. Firstly, I feel great honour, prestige, dignity and veneration and express heartiest gratitude to Sir Khalid Mahmood for his kind supervision, sincere guidance, motivation and sympathetic attitude during the research. I especially thanks to my teacher Sir Mukhtar Ahmed Ch who helped me in all aspects of this research work. I pay tribute to my father and my mother and my brothers and friends for providing moral support, who always encouraged me to complete this study. DEDICATION To very loving and kind parents whose love, patience, sacrifice and prayers have been a source of inspiration for me at every stage of life. APPROVAL SHEET This study entitled "Impact of educational technology in teaching and learning at secondary level” is accepted in partial fulfillment of the requirement for the degree of Master of Education (M.Ed). _____________________ (Ch Khalid Mahmood) (Supervisor) Evaluation Committee: External Examiner ____________________ Internal Examiner ____________________ Dated: __________ LIST OF CONTENTS Sr.No Title Page No. Chapter 1 1.1 Introduction 01 1.2 Statement of the problem 03 1.3 Objectives of the study 03 1.4 Significance of the study 04 1.5 Delimitation of the study 04 1.6 Assumption of the study 05 1.7 Procedure of the study 05 1.7.1 Design 05 1.7.2 Population 05 1.7.3 Sample 05 1.7.4 Development of tool 05 1.7.5 Administration of the tool 05 1.7.6 Collection and analysis of the data 06 Chapter II Review of related literature 07 2.1 Educational technology 08 2.2 A Short History of Educational technology 09 2.3 Importance of Technology in Schools10 2.4 Benefits of Educational technology 11 2.5 Technology in the classroom 12 2.6 Impact of Technology on Teaching 15 2.7 Use of Educational technology Educational system 16 2.8 Teaching Aids used in Schools 16 2.9 Types of Aids 17 2.10 Needs of Teacher Resource Based Learning 19 2.11 Learning 20 2.12 Types of Learning 20 2.13 Impact of technology on learning 23 2.14 Engage students in new ways to enhance the learning experiences 25 2.15 Professional Learning Services 25 2.16 A critical view about impact of Educational Technology in teaching and learning at secondary schools of Pakistan 26 Chapter III Procedure of the study 29 3.1 Design 29 3.2 Population 29 3.3 Sample of the study 29 3.4 Development of the tool 29 3.5 Administration of the tool 29 3.6 Data collection 29 3.7 Data analysis 30 3.8 Selection of the method 30 Chapter IV Analysis of data 31 Chapters V Summary, Finding, conclusion And recommendations 44 5.1 Summary 44 5.2 Findings 45 5.3 Conclusions 49 5.4 Recommendations 50 Bibliography 51 Appendix-A (Covering Letter) 52 Questionnaire for teacher 53 List of schools 56 LIST OF TABLES Table No. Title page Interest of students 32 Creates curiosity 32 Cognitive abilities develops 33 Impact on psychomotor skills 33 Increasing the retention of students 34 Assess the students’ achievements 34 Professional productivity of teacher 35 Psychological effects 35 Learning through A .V aids 36 Ability of using the multimedia 36 Quality to use of different software 37 Assess student’s performance 37 Interesting for teachers 38 Improvement in teaching 38 Time saving 39 Easy use in classroom 39 Availability of teaching aids 40 Need for teaching 40 Improve vocabulary 41 Provides feedback 41 Encourages the teacher in test-taking skills 42 Teaching aids are cheaper 42 Teacher’s difficulties 43 Critical thinking 43 Positive change in teaching and learning 44 Abstract Title: Impact of educational technology in teaching and learning at secondary level Pages: 67 Researcher: Fozia Irum Supervisor: Ch Khalid Mahmood University: University of education Lahore College: Govt.college for elementary teachers Sargodha Year: 2011 Degree: M.Ed The study was designed to evaluate the “Impact of educational technology in teaching and learning at secondary level”. The following were the objectives of the study to (i)Determine the level of interest of students studying through Educational Technology.(ii)Evaluate the achievements of the students studying through Educational Technology. (iii)Identify the problems faced by teachers in using Educational Technology.(iv)Assess the impact of AV aids in classroom teaching.(v)Provide suggestions for effective use of Educational Technology in teaching process. In this study it was tried to highlight the different fields of application of educational technology and to remove the confusion about its concept. The population of the study was all secondary schools teacher in Sargodha district. For this purpose questionnaire of 25 items was developed as a tool of study. To get response for the study, researcher personally visited schools and distributed the questionnaire among the teachers who were selected as randomly from mentioned population. The data received through the questionnaire was analyzed in the term of percentage and mean score. CHAPTER 1 INTRODUCTION Education is the process of seeking knowledge and knowledge is considerable research leading others to believe knowledge arises in the mind of an individual interacts with an experience or idea. The word education comes from the Latin word e-ducere which means “to lead out” Webster defines education as “the process of educating or teaching” Education is further defined as “To develop the knowledge, skill or characteristics of an individual. A formal system has being established to impart knowledge through instructions. Education is the process of change of behavior to the right direction. In other words education is the social process which covers development of every aspect of human life. The purpose of education is to teach a student how to live his life by developing his mind and equipping him to deal with reality. The aim of education should be teach us rather than how to think, than what to think rather to improve our minds. So as to enable us to think for ourselves, then to lead to memory with the thought of other men.” The one real object of education is to leave a man in condition of continually asking question”(Bishop Creighton) .“Teaching refers to those learning experiences that are facilitated by a human being. (Not video, TV, Text Book or Computer based programme)A real live teacher” (Smith & Ragan, 1999, P.22) According to Marshal (2006,P. 15),“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word “TECHNOLOGY". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators and multimedia. The word technology comes from the Greek "Techne" which means craft or art. Another word, "technique," with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator. Educational technology is new concept in the discipline of education. It is made up of two words, Education and Technology. It can be simply defines as application of science and technology to the field of education. The term “Educational Technology” comes into existence as an occupational category during course of 1960s. This conceptual framework provide only basis of the questions, what is taught as educational technology today? Educational technology is a behavioral science approach to teaching and learning. It makes use of pertinent scientific and technological methods and concepts developed in psychology, sociology, communication, linguistics and other related fields. “Educational technology as a concept, does not necessarily imply the use of machines and other items of hard work”(Rashid, 1993,P.18) By audio-visual aids we mean the most modern methods to be used in teaching and learning process. (i.e.; films, filmstrips, radio, television and designed materials, visual aids are for older). They correspond to a profound tendency among the immense majority of men to materials their thoughts in form of graphic or sonorous images as to give their thoughts a concrete form of reference. “Educational technology can be defined in two ways, in its most familiar sense it means the media born of communication revolution, which can be used, for instructional purpose alone as in combination, along side the teacher, text book and blackboard. These media includes radio, television, films, overhead projector, programme instructions computer and other items of hardware and software”(Eriekson, 1972,P.58) 1.2 Statement of the problem The problem of the study was “Impact of Educational Technology in Teaching and Learning at Secondary Level”. 1.3 Objectives of the study The objectives of the study were to: Determine the level of interest of students studying through Educational technology. Evaluate the achievements of the students studying through Educational Technology. Identify the difficulties faced by teachers in using Educational Technology. Assess the impact of AV aids in classroom teaching. Provide suggestions for effective use of Educational Technology in teaching process. 1.4 Significance of the study Importance of education for the development of any nation is accepted all over the world. It is key to progress and way to highlight the past, assist the present and guide the future. This race for improvement in quality and quantity has produced some profitable technologies for education in which one of the most important is the Educational Technology. The research to evaluate the impacts of Educational Technology in teaching and learning would help to evolve the workable concept and definition of Educational Technology. This investigation will help to remove the confusion about its range of application and construct its working boundary. The study will help to estimate the importance of Educational Technology. With the help of this study we were being able to find to what extent Educational Technology is used in teaching and learning in secondary schools. This study will also bring the light of awareness about Educational Technology in teachers of secondary schools. This study would also open gates for further researches in the field of teaching methodology and teaching and learning process. 1.5 Delimitation of the study Due to shortage of time and resources the study was delimited to secondary schools of Sargodha District. Assumptions of the study It was assumed that: The Audio-Visual aids were being used in secondary schools. The teachers have clear understanding about Educational Technology. 1.7 Procedure of the study Procedure of the study was as following. 1.7.1 Designs The study was descriptive type and based on survey. 1.7.2 Population The population of the study was all public and private secondary school teachers in Sargodha district. 1.7.3 Sample Fifty teachers were selected randomly from secondary schools of Sargodha District. 1.7.4 Development of tool A questionnaire was developed consisting of 25 items for teachers were on five point likert scale. 1.7.5 Administration of the tool Questionnaire was got filled by approaching teachers included in the sample personally. 1.7.6 Collection and analysis of data The data received through questionnaire was tabulated and Analyzed by applying statistical formula .Results and findings were drawn on the basis of interpretation of data. Recommendations and suggestions were made accordingly.  Chapter II Review of related literature Education has been identified as one of the most efficient instruments of social change and an important means of bringing about national development. Education in common usage, that education is merely the delivery of knowledge, skills and information from teachers to students, is inadequate to capture what is really important about being and becoming educated. The act or process of educating; the result of educating, as determined by the knowledge skill, or discipline of character, acquired; also, the act or process of training by a prescribed or customary course of study or discipline. Education in general and higher education in particular, currently faces Increasing demands for more effective education experiences by the students, In the face of diminishing per student financial resources available to support this educational task. The demand for effective forms of education require the use of a great variety of methods in formal education. the use challenges, in addition to an increase in productivity. Unfortunately, improvement in the delivery of university level education has been quite slow. even though some important tools like OHPs and slide projectors, tape recorders and T.V equipments have not been introduce into educational institutions, the basic form of teaching remains the traditional lecture. 2.1 Educational technology The term educational technology is often associated with, and encompasses, instructional theory and learning. While instructional technology is,“The theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.”(AECT,1994). Educational technology includes software, hardware as well as internet applications and activities. Newer tools such as “smart phones” and games (both on line and offline) are beginning to draw serious attention for their learning potential, Media psychology is field of study that applies theories in human behavior to educational technology. “Educational technology has become very important today in every fields of education. Its need was identified quite early by some. Education, normally one of the largest employers in any country, is one of the industries which has not Undergone a technological revolution. This will involved investment in text books, audio-visual aids (radio, television and films)for teaching purpose.”(RobertF.Namara, 1968) Educational technology like films, television and radio programs will not only serve the students living in far flung areas but also make their education effective and interesting. This will help in imparting primary education beside increasing enrolment and reducing wastage and stagnation. 2.2 A Short History of Educational technology Educational technology in a way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history starts with educational film (1900s).The first large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn through aural and visual reception, exists in many forms, e.g., streaming audio and video, or PowerPoint presentations with voice-over. Another interesting invention of the 1940s was hypertext. The 1950s led to two major, still popular designs. Skinners work led to "programmed instruction" focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements. Models based on these designs were usually referred to as computer-based training" (CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970s through the 1990s. In a more simplified form they correspond to today's "e-contents" that often form the core of "e-learning" set-ups, sometimes also referred to as web-based training (WBT) or e-instruction. The 1980s and 1990s produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Frequently based on constructivist and cognitive learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Digitized communication and networking in education started in the mid 80s and became popular by the mid-90, in particular through the World-Wide Web (WWW), email and forums. There is a difference between two major forms of online learning. The earlier type, based on either Computer Based Training (CBT) or Computer-based learning (CBL), focused on the interaction between the student and computer drills and simulations on the other. Both can be delivered today over the WWW. Today, the prevailing paradigm in the regular school system is Computer-mediated communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer. CBT/CBL usually means individualized (self-study) learning, while CMC involves teacher/tutor facilitation and requires schematizations of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides tools for student and curriculum management. In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. The 2000s emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings. Importance of Technology in Schools Technology is the need of today. Every new invention in technology is a step towards progress of mankind. Technology in schools benefits the students during their education. It lays a strong foundation of the successful professional life of an individual. Computer can offer livelier explanations of various subjects. The internet is an ocean of information. The inclusion of technology in the process of learning makes learning an enjoyable activity. The realization of the importance of technology in schools and its successful implementation is a necessity. Educational technology can stimulate and facilitate the introduction of project-based activities, students and teacher collaboration. It is a vehicle for significant change what happens in classroom. Educational technology is an evident that some students learn better through different modalities, such as audio and visual, or multimedia. A study sponsored by Apple Computer revealed that “Students has a higher degree of social awareness and self-confidence. They were more independent and had more positive attitude about learning” (Apple Computer, 1991) Technology provides many opportunities for students to work collaboratively. Research supports the use group interaction to increase instructional effectiveness and efficiency as well as positive social interaction. (Schechter, 1990,p.62). 2.4 Benefits of Educational technology Educational technology is intended to improve education over what it would be without technology. Some of the claimed benefits are listed below: Easy-to-access course materials: Instructors can post the course material or important information on a course website, which means students, can study at a time and location they prefer and can obtain the study material very quickly. Student motivation: Computer-based instruction can give instant feedback to students and explain correct answers. Moreover, a computer is patient and non-judgmental, which can give the student motivation to continue learning. Wide participation: Learning material can be used for long distance learning and are accessible to a wider audience. Improved student writing: It is convenient for students to edit their written work on word processors, which can, in turn, improve the quality of their writing. Subjects made easier to learn: Many different types of educational software are designed and developed to help children or teenagers to learn specific subjects. Examples include pre-school software, computer simulators, and graphics software. Differentiated Instruction: Educational technology provides the means to focus on active student participation and to present differentiated questioning strategies. It promotes the development of personalized learning plans. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways. Assessment. With respect to assessment, technologies have critical roles to play in helping educators to use data effectively and efficiently to improve instructions. Information Access. Educational Technology gives teachers and students opportunities to work with an extraordinary array of authentic materials and up-to-date information that would not find their way into classrooms were it not for the growth and development of technologies. Technology in the classroom There are various types of technologies currently used in traditional classrooms. Among these are: Computer in the classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites. Class website: An easy way to display your student's work is to create a web page designed for your class. Once a web page is designed, teachers can post homework assignments, student work, famous quotes, trivia games, and so much more. In today's society, children know how to use the computer and navigate their way through a website, so why not give them one where they can be a published author. Just be careful as most districts maintain strong policies to manage official websites for a school or classroom. Also, most school districts provide teacher WebPages that can easily be viewed through the school district's website. Wireless classroom microphones: Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly. The benefit for teachers is that they no longer lose their voices at the end of the day. Mobile devices: Mobile devices such as clickers or smart phones can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback.  Interactive Whiteboards: An interactive whiteboard that provides touch control of computer applications. These enhance the experience in the classroom by showing anything that can be on a computer screen. This not only aids in visual learning, but it is interactive so the students can draw, write, or manipulate images on the interactive whiteboard. Online media: Streamed video websites can be utilized to enhance a classroom lesson (e.g. United Streaming, Teacher Tube, etc.) Digital Games: The field of educational games and serious games has been growing significantly over the last few years. The digital games are being provided as tools for the classroom and have a lot of positive feedback including higher motivation for students.  There are many other tools being utilized depending on the local school board and funds available. These may include: digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors. Pod casts: Pod casting is a relatively new invention that allows anybody to publish files to the Internet where individuals can subscribe and receive new files from people by a subscription. The primary benefit of pod casting for educators is quite simple. It enables teachers to reach students through a medium that is both "cool" and a part of their daily lives. For a technology that only requires a computer, microphone and internet connection, pod casting has the capacity of advancing a student’s education beyond the classroom. When students listen to the pod casts of other students as well as their own, they can quickly demonstrate their capacities to identify and define "quality." This can be a great tool for learning and developing literacy inside and outside the classroom. Pod casting can help sharpen students’ vocabulary, writing, editing, public speaking, and presentation skills. Students will also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving. Impact of Technology on Teaching Broadcasting the concept of Educational Technology to include all with dynamic expansion of the field during the recent decades has revolutionized the process of teaching and learning at all levels. At the same time it should not be forgotten that the effectiveness of Educational Technology. “Ultimately hinges on the significant role of teacher who alone could add the vital interpersonal dimensions that are essential for its efficient use. Therefore understanding the trends, approaches and techniques of Educational Technology has now been identified as core element in all teacher education programmes.”(Rashid, 1993.P.10) Teaching is a process of in which teachers try to transfer knowledge to students with the help of method, available facilities, scientific techniques and new strategies to enrich teaching. We will go through the views of educationist about following three terms which are used with reference to teaching in some meaning, but in depth these have some different areas of application. i. Strategies of teaching. ii. Methods of teaching. iii. Technique of teaching. The two terms (Education and Technology) have different meanings and values but both are integrated in teaching and learning situation. Methods relate to learning performance rather than to teaching performance, and methods of teaching involve steps to guide the mental process. (Chand, 1992). 2.7 Use of Educational technology Educational system The central economic question of the time is why some countries grow faster than others. For very practical reasons, it is an urgent question to answer. For persons with recent experiences of developing countries doubt the need for their social and economic development. Expanding education is a vital part of such development. Economists have been increasingly aware of relation between education and growth. Literacy level, school and university enrolments are now commonly used as statistical measures of developments. In developed countries, it is clear that increased productivity has resulted from not only an expansion of the labor force in general. This interest in education is not entirely new. The classical economists realized the importance of quality of labor force and they had stopped the link between education and wages. What is new is the quantitative nature of modern studies, using better data in more sophisticated ways. Economists have emphasized the need for education in most countries because of quantification and valuing the benefits of education, and the have recently developed new techniques to do this. Education Technology provides these techniques. The organization and management of educational system are involved in these techniques. Here we will discuss the recommendations of some Education Technologies for organization of the system and management of people, resources and class.(Rowntree, 1988.P.63) 2.8 Teaching Aids used in Schools Teaching aids used in schools, arouse the interest of learner and help the teacher explain the concept easily. They make learning easy, effective and interesting. There are audio-visual aids such as black board, maps, charts, globes, picture etc. which are traditional in nature. Now-a-days electronic media have come in a big way and influence communication and education. Learning becomes effective when students are actively involved in process. In schools a number of teaching aids are used to enrich the learning process. According to Vendanayagan, 1994: “Teaching aids can be classified as projected aids and non-projected aids.” 2.9 Types of Aids The teaching aids or the audio-visual materials may be divided into three categories: Visual Audio Both Audio-Visual Teaching aids can be classified as projected and non-projected aids: such as The projected aids include: Chalk boards Graphic material Planner graph and its modern counter part, the plastic graph Graphics through photo printing and duplicating. Pictures. Model. Radio. viii Teaching machines. ix Recording-records, tape and cassettes. Aid employing projections are: Diascope, episcope, epidiascope. Overhead projector. Filmstrip and slide projectors. Sound motion film projector. Micro projector. Television. Computer. viii Multimedia. There are some barriers in use of these aids in which major one is the lack of economical resources. Pakistan is suffering from poor financial conditions and small allocation of Budget for education. Therefore, in majority of government schools only chalkboards are used as teaching aids. Teaching aids can be classified on the basis of the kinds of experience they provide as given in following figure: 2.10 Needs of Teacher Resource Based Learning The newly appointed teachers of the audio-visual service programme may report for his/her first day as s stranger, or as is frequently the case, he may already have been a well-known and respected local staff member. He may, of course, begin to operate according to an administrative operational plan that represents careful operative efforts of a local study committee. According to Richard, (1973) a teacher needs certain assistance in order to make the best use of resources. He/She needs to know the existence of material and their content. He/She needs to be able to preview the materials and compare them. He/She may require the support of course or at least periods of discussion with other users of material. He/She needs to be able to obtain the selected materials for the topic that he/she wishes to present to his students. The teacher needs to equipment to ensure the materials that are available can be explored by and exposed to the students. The teacher will also need to produce some material himself. The teacher needs the advice of those who are experienced in research and validation Techniques to ensure that the objectives, he feels that he is achieving are actually being successfully attained by the students. 2.11 Learning Learning occupies a very important place in our life. Learning, therefore, provides a key to the structure of our personality and behaviour. The term learning covers every modification in behavioure to meet environmental requirements.(Gardner Murphy,1968). Learning is relatively permanent change in behavioural potentiality that occures as a result of reinforced practice.(Kimble,1961). Learning is acquiring new or modifying existing knowledge, behaviors, skills, values or preferences and may involve synthesizing different types of information. The ability to learn is possessed by human, animals and some machines. In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioural response probability with repetition stimulus An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. 2.12 Types of Learning Sensitization: Sensitization is an example of non-associative learning in which the progressive simplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. Associative learning: Associative learning is the process by which an element is taught through association with a separate, pre-occurring element. It is also referred to as classical conditioning. Classical conditioning: The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a reflexive response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the "conditioned stimulus"). The response to the conditioned stimulus is termed a conditioned response. The classic example is Pavlov and his dogs. Meat powder naturally will make a dog salivate when it is put into a dog's mouth; salivating is a reflexive response to the meat powder. Meat powder is the unconditioned stimulus (US) and the salivation is the unconditioned response (UR). Then Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. After numerous pairings of the bell and the food the dogs learned that the bell was a signal that the food was about to come and began to salivate just when the bell was rang. Once this occurs the bell becomes the conditioned stimulus (CS) and the salivation to the bell is the conditioned response (CR). Imprinting: Imprinting is the term used in psychology and ethology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. Observational learning: The learning process most characteristic of humans is imitation; one's personal repetition of an observed behaviour. Humans can copy three types of information simultaneously: the demonstrator's goals, actions, and environmental outcomes. Enculturation: Enculturation is the process by which a person learns the requirements of their native culture by which he or she is surrounded, and acquires values and behaviors that are appropriate or necessary in that culture. Multimedia learning: Multimedia learning is where a person uses both auditory and visual stimuli to learn information. This type of learning relies on dual-coding theory (Paivio, 1971.P.21)  E-learning and augmented learning: Electronic learning or e-learning is a general term used to refer to Internet based networked computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-learning), which uses different mobile telecommunication equipment, such as cellular phones. When a learner interacts with the e-learning environment, it's called augmented learning. By adapting to the needs of individuals, the context-driven instruction can be dynamically tailored to the learner's natural environment. Augmented digital content may include text, images, video, audio and (music voice). By personalizing instruction, augmented learning has been shown to improve learning performance for a lifetime. Rote learning: Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing. the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in. Visual Learners: Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, it’s easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation many situations. 2.13 Impact of technology on learning Technology is making a significant, positive impact on education. Important findings in these studies include: Educational technology as demonstrated a significant positive effect on achievement. Positive effects have been found for all major subject areas, in preschool through higher education, and for both regular education and special needs students. Evidence suggests that interactive video is especially effective when the skills and concepts to be learned have a visual component and when the software incorporates a research-based instructional design. Use of online telecommunications for collaboration across classrooms in different geographic locations has also been show to improve academic skills. Education technology has been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem when using computer-based instruction. This was particularly true when the technology allowed learners to control their own learning. The level of effectiveness of educational technology is influenced by the specific student population, the software design, the teacher’s role, how the students are grouped, and the level of student access to the technology. Students trained in collaborative learning, had higher self esteem and student achievement. Introducing technology into the learning environment has been shown to make learning more student-centered, to encourage cooperative learning, and to stimulate increased teacher/student interaction. Positive changes in the learning environment brought about by technology are more evolutionary than revolutionary. These changes occur over a period of years, as teachers become more experienced with technology. Courses for which computer-based networks were use increased student-student and student-teacher interaction, increased student-teacher interaction with lower-performing students, and did not decrease the traditional forms of communication used. Many students who seldom participate in face-to-face class discussion become more active participants online. Greater student cooperation and sharing and helping behaviors occurred when students used computer-based learning that had students compete against the computer rather than against each other. Small group collaboration on computer is especially effective when student have received training in the collaborative process 2.14 Engage students in new ways to enhance the learning experiences Teachers are the driving force in making positive changes in the teaching and learning environment, and technology can play a critical role in helping educators improve their own effectiveness. Technology enables teachers to differentiate instruction to accommodate multiple learning styles and dynamically tailor lessons to fit the specific. 2.15 Professional Learning Services Working with district personnel, Dell will provide a comprehensive professional development plan that will provide one-on-one instruction, coaching and modeling, and sharing sessions for teachers and district leaders. With each engagement, we follow our proven methodology to create a differentiated plan based on learner needs. Assessment: By starting with a comprehensive needs assessment and defined outcomes, we can create a unique professional learning program for your school or district based on current skill levels, usage, subject area and grade level. In our needs assessment process, we utilize tested diagnostic tools and assessment resources like surveys and observations tools. Design Plan: Adapted from the National Staff Development Council (NSDC) Standards, our approach to Professional Learning , incorporates three broad development categories: Experience, Training, and Professional Development. Implement: Your professional learning plan is skillfully implemented by our team of education consultants – who have years of classroom instruction experience, and have helped schools across the nation integrate technology into daily teaching practice. Additionally, our education consultants are well-versed in the ISTE (International Society of Technology and Education), NETS (National Educational Technology Standards for Students) and NETS-T (National Educational Technology Standards for Teachers.) Evaluate & Monitor: All activities are monitored and evaluated throughout your professional learning program to ensure that key milestones and desired outcomes are met. Our education consultants work very closely with the school team each step of the program, because transforming teaching practice and supporting teachers through the change is a process, not an event. A critical view about impact of Educational Technology in teaching and learning at secondary schools of Pakistan The aims and ideology must be task of philosophers and social critics as much as for teachers and Educational Technologist. Rowntree , (1988) criticized the view of some people about educational technology. He stated as, Many people still assume that prescription is the heart of the matter in Educational Technology deciding how a design and episode of learning, starting from an analysis of aims and objectives and going on to apply appropriate the principle of learning. While such activity is still to engaged in by Educational Technology, we may do well to query the uniqueness of our contribution. After all what is the source of our insight, our flashes of illumination? Our brightly ideas to new ways to reach the students? perhaps they come not from that part of oneself that one calls the Educational Technologist but rather from some other, older part over which one is less conscious. Hence the inevitability of learning as the basic, unifying in which all those calling themselves Educational Technologist can join together. Not only is it essential to enterprise, but also there are style to suite all proclivities. The armchair speculator can evaluate the aims and ideologies underlying the curriculum in question. The anthropologically minded can feedback is interpretation so that all are aware of the forces pulling and pushing at their decision(Rowntree, 1988). We can see where the teaching needs are to be improved and , on the basis of specific experience, not just general principle, we may see ways of improving it that would not otherwise have occurred to us. It is the fundamental, prior commitment to such evaluation and improvement that distinguishes the Educational Technologist from other participants in the process of teaching and learning. Pakistan is in the early stages of introducing computers into its public schools. In line with its current information technology (IT) policy, the government of Pakistan has launched various schemes to promote the use of computers in public schools. Some of the projects have been started start as pilot projects that may or may not continue, depending on the success/failure of the project or on the availability of funds from governmental and international aid agencies. Other projects have been started under various policy initiatives, such as those of the Federal Ministry of Science and Technology (MOST) and the federal and provincial ministries of education. In Pakistan the rationale behind introducing technology in education is based on’ techno-centric/skills based/economic reasoning’. Such an argument is self-defeating for number of reasons. First, it ignores the social and political conditions of Pakistani society: the majority of the Pakistani population lives in rural areas where computer skills are not of much relevance to gaining employment. Second, such an argument tends to utilize technology for commercial and market needs rather than for educational and human development needs. Third, it treats technology in education as an add-on rather than as a catalyst for new thinking about teaching and learning. Fourth, mere emphasis on skills conceals issues of equity, access, and the lived experiences of poor and minority groups. Fifth, emphasis on utilizing technology for developing just a few technical skills does little to encourage reflection on the power issues underlying decisions by a small ruling minority (bureaucracy and military) affect the majority of the population. Chapter III PROCEDURE OF THE STUDY 3.1 Design of the study The design of the study was descriptive type and based on survey. 3.2 Population of the study The population of the study was all public and private secondary school teachers in Sargodha district. 3.3 Sample of the study Fifty teachers of public and private school at secondary level were selected by using simple random sampling techniques. 3.4 Development of tool A questionnaire was developed consisting of 25 items for teachers were on five point likert scale. 3.5 Administration of the tool Questionnaire was administrated through personal contact with the respondents. 3.6 Data collection Data collected through questionnaire personally because sample was in approach of researcher. 3.7 Data analysis Data was analyzed in the form of percentage and mean score formula. 3.8 Interpretation and Recommendation On the basis of analysis interpretations were made and recommendations were developed accordingly. Formula of mean score {F (SA)x5+F (A)x4+F (UND)x3+F (DA)x2+F (SDA)x1}/N STATISTICAL ANALYSIS LEVELS SA = Strongly agreed A = Agreed UND = Undecided DA = Disagreed SDA = Strongly disagreed  CHAPTER IV ANALYSIS OF DATA 4.1 Analysis of questionnaire of Teachers The data collected through questionnaire was tabulated and analyzed by using percentage and mean score in the following tables. Table 4.1.1 Interest of students Sr.No Statement Level Frequency Percentage Mean Score 1 Educational Technologies enhance the interest of students in studied. SA 40 80 4.6 A 05 10 UND 0 0 DA 03 06 SDA 02 04 Table 4.1.1 reflects that 90% respondents were agreed with that Educational Technologies enhance the interest of students in studied while 10% were disagreed the statement. The mean score was 4.6 Table 4.1.2 Creates curiosity Sr.No Statement Level Frequency Percentage Mean Score 2 Educational Technology creates the curiosity in students. SA 38 76 4.5 A 08 16 UND 0 0 DA 02 0 4 SDA 02 04 Table 4.1.2 shows that 92% agreed that Educational Technology creates the curiosity in students while 8% disagreed the statement. The score was 4.5 Table 4.1.3 Cognitive abilities develops Sr.No Statement Level Frequency Percentage Mean Score 3 Cognitive abilities can be developed through Educational technology. SA 25 50 3.9 A 10 20 UND 05 10 DA 06 12 SDA 04 08 Table 4.1.3 reflects that 70% agreed that Cognitive abilities can be developed through Educational technology while 20% disagree the statement and 10% remained uncertain. The mean score was 3.9 Table 4.1.4 Impact on psychomotor skills Sr.No Statement Level Frequency Percentage Mean Score 4 Educational Technology has impact on psychomotor skills of students. SA 10 20 4.00 A 33 66 UND 04 08 DA 03 06 SDA 0 0 Table 4.1.4 indicates that 86% agreed that Educational Technology has impact on psychomotor skills of students while 6% disagreed the statement and 8% remained uncertain. The mean score was 4.00. Table 4.1.5 Increasing the retention of students Sr.No Statement Level Frequency Percentage Mean Score 5 A .V aids are helpful in increasing the retention of students. SA 13 26 3.58 A 14 28 UND 08 16 DA 17 34 SDA 0 0 Table 4.1.5 reflects that 54% agreed that A .V aids are helpful in increasing the retention of students while 34% disagreed the statement and 16% remained uncertain. The mean score was 3.58. Table 4.1.6 Assess the students’ achievements Sr.No Statement Level Frequency Percentage Mean Score 6 Use of technology in varied ways to assess the students’ achievements. SA 12 24 4.00 A 30 60 UND 04 08 DA 04 08 SDA 0 0 Table 4.1.6 shows that 88% respondents agreed that Use of technology in varied ways to assess the students’ achievements while 8% disagreed and 8% remained uncertain. The mean score was 4.00. Table 4.1.7 Professional productivity of teacher Sr.No Statement Level Frequency Percentage Mean Score 7 Teacher can develop their professional productivity through Educational technology. SA 15 30 3.96 A 25 50 UND 04 08 DA 05 10 SDA 01 02 Table 4.1.7 indicates that 80% respondents agreed that teacher can develop their professional productivity through Educational technology while 12% disagreed and 8% remained uncertain. The mean score was 3.96. Table 4.1.8 Psychological effects Sr.No Statement Level Frequency Percentage Mean Score 8 Educational Technology has psychological effects on students learning. SA 06 12 3.38 A 26 52 UND 03 06 DA 12 24 SDA 02 04 Table 4.1.8 indicates that 64% respondents agreed that educational technology has psychological effects on students learning while 28% disagreed and 6% remained uncertain. The mean score was 3.38. Table 4.1.9 Learning through A .V aids Sr.No Statement Level Frequency Percentage Mean Score 9 Students can learn better through A .V aids. SA 11 22 3.86 A 28 56 UND 04 08 DA 07 14 SDA 0 0 Table 4.1.9 shows that 78% respondents agreed that students can learn better through A.V aids while 14% disagreed and 8% remained uncertain. The mean score was 3.86. Table 4.1.10 Ability of using the multimedia Sr.No Statement Level Frequency Percentage Mean Score 10 Teachers in secondary schools have ability of using the multimedia. SA 10 20 2.62 A 05 10 UND 03 06 DA 20 40 SDA 12 24 Table 4.1.10 reflects that 30% agreed that teachers in secondary schools have ability of using the multimedia while 64% disagreed and 6% remained uncertain. The mean score was 2.62. Table 4.1.11 Quality to use of different software Sr.No Statement Level Frequency Percentage Mean Score 11 Teacher has quality to use of different software. SA 10 20 3.18 A 23 46 UND 04 08 DA 02 04 SDA 01 02 Table 4.1.11 shows that 66% respondents agreed that teacher has quality to use of different software while 6% disagreed and 8% remained uncertain. The mean score was 3.18. Table 4.1.12 Assess student’s performance Sr.No Statement Level Frequency Percentage Mean Score 12 Teaching aids are helpful in assess students performance. SA 08 16 3.68 A 31 62 UND 03 06 DA 05 10 SDA 01 02 Table 4.1.12 reflects that 78% respondents agreed that Teaching aids are helpful in assess students performance while 12% disagreed and 6% remained uncertain. The mean score was 3.68 Table 4.1.13 Interesting for teachers Sr.No Statement Level Frequency Percentage Mean Score 13 Use of A .V aids is interesting for teachers. SA 15 30 3.86 A 21 42 UND 08 16 DA 04 08 SDA 02 04 Table 4.1.13 shows that 72% respondents agreed that use of A.V aids is interesting for teachers while 12% disagreed and 16% remained uncertain. The mean score was 3.86 Table 4.1.14 Improvement in teaching Sr.No Statement Level Frequency Percentage Mean Score 14 Use of Educational Technology opens the new gates for teacher to improve their teaching. SA 15 30 4.1 A 28 56 UND 05 10 DA 01 02 SDA 01 02 Table 4.1.14 reflects that 86% respondents agreed that use of Educational Technology opens the new gates for teacher to improve their teaching while 4% disagreed and 10% remained uncertain. The mean score was 4.1 Table 4.1.15 Time saving Sr.No Statement Level Frequency Percentage Mean Score 15 Use of Educational Technology saves time. SA 12 24 3.08 A 25 50 UND 06 12 DA 05 10 SDA 02 04 Table 4.1.15 shows that 74% respondents agreed that use of Educational Technology saves time while 14% disagreed and 12% remained uncertain. The mean score was 3.08. Table 4.1.16 Easy use in classroom Sr.No Statement Level Frequency Percentage Mean Score 16 Teaching through A .V aids is easy in classroom. SA 25 50 3.6 A 05 10 UND 05 10 DA 08 16 SDA 07 14 Table 4.1.16 reflets that 60% respondents agreed that teaching through A .V aids is easy in classroom while 30% disagreed and 10% remained uncertain. The mean score was 3.6. Table 4.1.17 Availability of teaching aids Sr.No Statement Level Frequency Percentage Mean Score 17 Teaching aids are available in your school. SA 15 30 3.06 A 09 18 UND 0 0 DA 16 32 SDA 10 20 Table 4.1.17 shows that 48% respondents agreed that teaching aids are available in your school while 52% disagreed and 0% remained uncertain. The mean score was 3.06 Table 4.1.18 Need for teaching Sr.No Statement Level Frequency Percentage Mean Score 18 A.V aids are important need for teaching. SA 15 30 3.28 A 10 20 UND 07 14 DA 10 20 SDA 08 16 Table 4.1.18 reflects that 50% respondents agreed that A.V aids are important need for teaching while 36% disagreed and 14% remained uncertain. The mean score was 3.28 Table 4.1.19 Improve vocabulary Sr.No Statement Level Frequency Percentage Mean Score 19 Teacher can improve vocabulary of students through Educational Technology. SA 10 20 3.66 A 23 46 UND 09 18 DA 06 12 SDA 02 04 Table 4.1.19 reflects that 66% respondents agreed that teacher can improve vocabulary of students through Educational Technology while 16% disagreed and 18% remained uncertain. The mean score was 3.66 Table 4.1.20 Provides feedback Sr.No Statement Level Frequency Percentage Mean Score 20 Educational Technology provides feedback about student learning SA 12 24 3.92 A 28 56 UND 05 10 DA 04 08 SDA 01 02 Table 4.1.20 shows that 80% respondents agreed that Educational Technology provides feedback about student learning while 10% disagreed and 10% remained uncertain. The mean score was 3.92 Table 4.1.21 Encourages the teacher in test-taking skills Sr.No Statement Level Frequency Percentage Mean Score 21 Educational Technology encourages the teacher in certain effective test-taking skills. SA 13 26 3.72 A 22 44 UND 07 14 DA 04 08 SDA 04 08 Table 4.1.21 shows that 70% respondents agreed that Educational Technology encourages the teacher in certain effective test-taking skills while 16% disagreed and 14% remained uncertain. The mean score was 3.72 Table 4.1.22 Teaching aids are cheaper Sr.No Statement Level Frequency Percentage Mean Score 22 Teaching aids used in schools are cheaper. SA 10 20 3.42 A 15 30 UND 15 30 DA 06 12 SDA 04 08 Table 4.1.22 reflects that 50% respondents agreed that teaching aids used in schools are cheaper while 20% disagreed and 30% remained uncertain. The mean score was 3.42 Table 4.1.23 Teacher’s difficulties Sr.No Statement Level Frequency Percentage Mean Score 23 Teachers faced some difficulties in using A.V aids. SA 16 32 3.98 A 23 46 UND 07 14 DA 02 04 SDA 02 04 Table 4.1.23 shows that 78% respondents agreed that teachers faced some difficulties in using A.V aids while 8% disagreed and 14% remained uncertain. The mean score was 3.98 Table 4.1.24 Critical thinking Sr.No Statement Level Frequency Percentage Mean Score 24 Critical thinking is developed by Educational Technology. SA 12 24 4.02 A 32 64 UND 03 06 DA 01 02 SDA 02 04 Table 4.1.24 reflects that 88% respondents agreed that critical thinking is developed by Educational Technology while learning the class while 6% disagreed and 6% remained uncertain. The mean score was 4.02 Table 4.1.25 Positive change in teaching and learning Sr.No Statement Level Frequency Percentage Mean Score 25 Educational Technology brings positive change in teaching skill and learning abilities. SA 46 92 4.82 A 02 04 UND 0 0 DA 01 02 SDA 01 02 Table 4.1.25 indicates that 96% respondents agreed that educational technology brings positive change in teaching skill and learning abilities while 4% disagreed and 0% remained uncertain. The mean score was 4.82 CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMENDATIONS Summary The study was designed to investigate, “Impact of educational technology in teaching and learning at secondary level”. The objectives of study were to (i) Determine the level of interest of students studying through Educational Technology (ii)Evaluate the achievements of the students studying through Educational Technology (iii)Identify the difficulties faced by teachers in using Educational Technology (iv)Assess the impact of AV aids in classroom teaching(v) Provide suggestions for effective use of Educational Technology in teaching process. In this study it was tried to highlight the different fields of application of educational technology and to remove the confusion about its concept. The population of the study was all secondary schools teacher in Sargodha district. For this purpose questionnaire of 25 items was developed as a tool of study. To get response for the study, researcher personally visited schools and distributed the questionnaire among the teachers who were selected as randomly from mentioned population. The data received through the questionnaire was analyzed in the term of percentage and mean score. Findings 90% respondents were agreed with that Educational Technologies enhance the interest of students in studied while 10% were disagreed the statement. The mean score was 4.5(Table 4.1.1) 92% agreed that Educational Technology creates the curiosity in students while 8% disagreed the statement. The score was 4.5(Table 4.1.2) 70% agreed that Cognitive abilities can be developed through Educational technology while 20% disagreed the statement and 10% remained uncertain. The mean score was 3.9(Table 4.1.3) 86% agreed that Educational Technology has impact on psychomotor skills of students while 6% disagreed the statement and 8% remained uncertain. The mean score was 4.00. (Table 4.1.4) 54% agreed that A .V aids are helpful in increasing the retention of students while 34% disagreed the statement and 16% remained uncertain. The mean score was 3.58. (Table 4.1.5) 88% respondents agreed that Use of technology in varied ways to assess the students’ achievements while 8% disagreed and 8% remained uncertain. The mean score was 4.00. (Table 4.1.6) 80% respondents agreed that teacher can develop their professional productivity through Educational technology while 12% disagreed and 8% remained uncertain. The mean score was 3.96(Table 4.1.7) 64% respondents agreed that educational technology has psychological effects on students learning while 28% disagreed and 6% remained uncertain. The mean score was 3.38(Table 4.1.8) 78% respondents agreed that students can learn better through A.V aids while 14% disagreed and 8% remained uncertain. The mean score was 3.83(Table4.1.9) 30% agreed that teachers in secondary schools have ability of using the multimedia while 64% disagreed and 6% remained uncertain. The mean score was 2.7. (Table 4.1.10) 66% respondents agreed that teacher has quality to use of different software while 6% disagreed and 8% remained uncertain. The mean score was 3.18. (Table 4.1.11) 78% respondents agreed that Teaching aids are helpful in assess students performance while 12% disagreed and 6% remained uncertain. The mean score was 3.68(Table 4.1.12) 72% respondents agreed that use of A .V aids is interesting for teachers while 12% disagreed and 16% remained uncertain. The mean score was 3.00 (Table 4.1.13) 86% respondents agreed that use of Educational Technology opens the new gates for teacher to improve their teaching while 4% disagreed and 10% remained uncertain. The mean score was 3.02(Table 4.1.14) 74% respondents agreed that use of Educational Technology saves time while 14% disagreed and 12% remained uncertain. The mean score was 3.08. (Table 4.1.15) 60% respondents agreed that teaching through A .V aids is easy in classroom while 30% disagreed and 10% remained uncertain. The mean score was 3.6. (Table 4.1.16) 48% respondents agreed that teaching aids are available in your school while 52% disagreed and 0% remained uncertain. The mean score was 3.1 (Table 4.1.17) 50% respondents agreed that A.V aids are important need for teaching while 36% disagreed and 14% remained uncertain. The mean score was 3.28 (Table 4.1.18) 66% respondents agreed that teacher can improve vocabulary of students through Educational Technology while 16% disagreed and 18% remained uncertain. The mean score was 3.66(Table 4.1.19) 80% respondents agreed that Educational Technology provides feedback about student learning while 10% disagreed and 10% remained uncertain. The mean score was 3.92(Table 4.1.20) 70% respondents agreed that Educational Technology encourages the teacher in certain effective test-taking skills while 16% disagreed and 14% remained uncertain. The mean score was 3.75(Table 4.1.21) 50% respondents agreed that teaching aids used in schools are cheaper while 20% disagreed and 30% remained uncertain. The mean score was 3.7 (Table 4.1.22) 78% respondents agreed that teachers faced some difficulties in using A.V aids while 8% disagreed and 14% remained uncertain. The mean score was 3.65(Table 4.1.23) 88% respondents agreed that critical thinking is developed by Educational Technology while learning the class while 6% disagreed and 6% remained uncertain. The mean score was 4.02(Table 4.1.24) 96% respondents agreed that educational technology brings positive change in teaching skill and learning abilities while 4% disagreed and 0% remained uncertain. The mean score was 4.8(Table 4.1.25) Conclusions On the basis of the study, some conclusions are given as Black board and charts are only A.V aids, which are available in secondary schools. Black board is only A.V aid which is being used in all secondary schools. Use of A.V aids is important need for student learning. All the secondary schools are deprived of the latest A.V aids and electronic gadgetry such as projector, Radio, T.V, VCR, and computer etc Usually the teachers use only lecture method throughout their teaching period. In majority of secondary schools, there is no trend of educational visits or exhibitions for the motivation of the students. Most of the teachers use different teaching methods during their teaching period. viii. Usually the teachers inform the students about the result of their tests through traditional methods. ix. Most of the teachers don’t improve their professional productivity. x. Educational Technology develops critical thinking in students. Recommendations In the light of above findings and conclusions, recommendations are being made: The teacher should use different A.V aids in suitable situation at proper time. The educational visits and exhibitions should be arranged for the motivation of the students. Not only blackboard but also other electronic A.V aids should be provided to Secondary schools. The teacher should able to use all the available aids. Allocation of budget for education should be increased, so that latest A.V aids and other necessities may be fulfilled properly. The teacher should use different tools or techniques for students learning. The teacher should save data about performance of students. viii. The teachers should increase their professional productivity. ix . A separate budget should be fixed for computer laboratories in secondary schools. x. Different electronic A.V aids such as: Multimedia, Radio, T.V etc should be provided in secondary schools. BIBLIOGRAPHY Alan, J (2001). Educational Technology: The Development of a Concept. Libraries Unlimited Das, R.C (1993) Educational Technology: A Basic Text Delhi, Sterling Publishers (PVT) Limited. Eriekson C.W.H (1992) Fundamental of Teachin with Audio-Visual Technology New York. Edger, D (1969) Audio-Visual Method in Teaching,U.S.A.Holt Rinehart and Winston. Jonassen, D H (2006). Modeling with Technology: Mind tools for Conceptual Change Merrill/Prentice-Hal. Kumar, K L (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers .New Delhi: New Age International. L Low & M O’Connell (2006) Learner-Centric Design of Digital Mobile Learning, Queensland University of Technology,. Rashid M.(1992) Educational Technology, A Study Guide for Course M.Phill Education Code 740 Islamabad. Soni, S K (2004). An Information Resource on Educational Technology for: Technical & Vocational Education and Training (TVET). Sarup & Sons Publishers, Location- New Delhi. Scherer, M.J. (2004).Connecting to Learn: Educational and Assistive Technology for People with Disabilities. Washington, DC: American Psychological Association (APA). Skinner, B.F. (1968). The technology of teaching. New York. Torin, M (2005). Globalization, Technological Change, and Public Education. New York: Routledge Appendix -A QUESTIONNAIRE FOR TEACHRES Respected Sir/Madam, Assalam-o-Alaikum! As a student of M.Ed at Govt.college for Elementary Teachers Sargodha, I am conducting a research to fulfill the requirement for M.Ed degree. The topic of my research study is: “Impact of educational technology in teaching and learning at secondary level” Your precious views are being sought to complete the attached questionnaire. I here by assure that information supplied by you will only be used for study purpose that your cooperation will be appreciated. Thanking in anticipation. Yours Truly, Fozia Irum Roll No. 06 M.Ed G.C.E.T, Sargodha Appendix-A IMPACT OF EDUCATIONAL TECHNOLOGY IN TEACHING AND LEARNING AT SECONDARY LEVEL Questionnaire for Teachers Name: _________________ Qualification: _____________ Experience: _____________ Institution/school: _________ SA=Strongly Agreed A=Agreed UND=Undecided DA=Disagree SDA=Strongly disagree Sr.no Statements SA A UND DA SDA Educational Technologies enhance the interest of students in studied. Educational Technology creates the curiosity in students. Cognitive abilities can be developed through Educational technology. Educational Technology has impact on psychomotor skills of students. A.V aids are helpful in increasing the retention of students. Use of technology in varied ways to assess the students’ achievements. Teacher can develop their professional productivity through Educational technology. Educational Technology has psychological effects on students learning. Students can learn better through A .V aids Teachers in secondary schools has ability of using the multimedia Teacher has quality to use of different software. Teaching aids are helpful in assess students performance. Use of A .V aids is interesting for teachers. Use of Educational Technology opens the new gates for teacher to improve their teaching. Use of Educational Technology saves time. Teaching through A .V aids is easy in classroom. Teaching aids are available in your school. A.V aids are important need for teaching. Teacher can improve vocabulary of students through Educational Technology. Educational Technology provides feedback about student learning Educational Technology encourages the teacher in certain effective test-taking skills. Teaching aids used in schools are cheaper. Teachers faced some difficulties in using A.V aids. Critical thinking is developed by Educational Technology. Educational Technology brings positive change in teaching skill and learning abilities.  Appendix -B LIST OF SCHOOLS Govt. Jamia Qasim-ul-Aloom High School, Sargodha Govt.Boys Comprehensive High School, Sargodha Govt.Girls Comprehensive High School, Sargodha Govt. Girls Pilot Secondary School, Sargodha Govt. Boys Pilot Secondary School, Sargodha St. Marys High School, Sargodha St. Doris Girls High School, Sargodha Allama Iqbal Grammar School, Sargodha M.C Girls High School, Sargodha Army Public School, Sargodha PAGE 2 EMBED CorelDRAW.Graphic.9