CHAPTER I

CONCEPTUAL FRAME WORK OF THE STUDY

1.0 Introduction

Using information and communication technologies (ICT) in teaching learning

process becomes an inevitable one if the process would be more effective and makes

permanent learning. Importantly, web-based in-service training allows all kind of

teachers make acquaintance with skills envisioned to develop at their own pace. An

improved, yet effective, version of the education using such tools is Hybrid Learning

(HL) - online and face-to-face classroom setting made available in in-service

program. Hybrid teaching is not just a matter of transferring a portion of your

traditional course to the Web. Instead it involves developing challenging and

engaging online learning activities that complement your face-to-face activities. This

learning mode aims to provide comfy reinforcement to its legitimate teachers while

maintaining the quality training elements. Incorporated with both traditional and

distance learning methods, along with exploiting social media tools for increased

comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user

and educational setup. Our HL model is equipped with two major synchronous and

asynchronous blocks. The synchronous block delivers real-time live interaction

scenarios using discussion boards, thereby providing a face-to-face environment.

Building new learning with the help of ICT implies cultural changes which may

break through mechanistic paradigms that are still today characteristic of our school

systems. The construction of knowledge becomes more and more a process of

exposition to multiple learning opportunities, this exposition becomes a cause of a

growing cognitive surplus, or even the total lack of references. Therefore a new role

for schools and teachers emerges, namely as far as the building of learning

environments is concerned – where the ICT constitute an integrant meaningful part.

These learning environments are favourable to the development of meaningful

learning, when they are part of challenges that only the teacher can face. The

overcome of this overload demands school and teacher contextualization processes,

as the partition of knowledge makes possible to understand one thing at a time,

although simultaneously it denies contexts. So, in an immense ocean of information,

we pay attention to contexts that, to a large extent, provide structure.

To beat the dichotomy content-context, the proposed idea that the reconciliation

of both, underlining that “the curricular development may turn into a reflexive

project, of cultural change and reinforcement of a new paradigm, which, in a way,

reassures the theory that attributes the teacher an active role in the curriculum

design”. This way, the task accomplishment and the construction of supporting

materials to the contextualized use of ICT, either for activities in the classroom or for

the New Curricular Areas (NAC), Resource Centers, Clubs and other pedagogical

environments at school, constitute a privileged area of intervention, converging to

some goals of the Curricular Reorganization of Basic and Secondary Education, from

which we must withdraw the due implications on teachers’ training.

1.2 Why ICT? - ICT Integration in Education

The need for development of ICTs is a global resolution and has been a

subject of great significance to all mankind. These technologies have become central

to contemporary societies. Whether one is talking on the phone, sending an email,

going to the bank, using a library, listening to sports coverage on the radio, watching
the news on television, working in an office or in the field, going to the doctor,

driving a car or catching a plane, one is using ICTs. Information and

communications technology is a shorthand for the computers, software, networks,

satellite links and related systems that allow people to access, analyze, create,

exchange and use data, information and knowledge in ways that were almost

imaginable. The prevalence and rapid development of ICTs has transformed human

society from the information technology age to the knowledge age. ICT utilization in

instruction in education these include: competence to make personal use of ICT in

instruction, competence to master a range of educational paradigms that make use of

ICT in instruction, sufficient competence to make use of ICTs as mind tools,

competence to make use of ICT in instruction as a tool for teaching, competence in

mastering a range of assessment paradigms which make use of ICT in instruction,

competence in understanding the policy dimensions of ICT use in instruction for

teaching and learning. The ICTs have the potentials not only in ensuring

effectiveness and efficiency in these two areas of teaching and learning; but also in

erasing the administrative duties. According to the Organization for Economic Co-

operation and Development, ICT can work in a number of general ways as follows:

 It can be used to train students in skills which they will need in further

education and as an ongoing learning process throughout the rest of their

lives and for their future jobs, e.g., wording processing, email communication

etc.

 It can provide access to information and communication outside the

classroom e.g., via the internet.

 It can be used to support teacher development via external networks.

 It can support and potentially transform the learning and teaching process.
1.3 In-Service Training

Training that is concurrent to official teaching responsibilities to improve

teachers’ qualifications and skills. In-service training can be compulsory relating to

official professional development activities to maintain or upgrade professional

qualifications or it can also be optional with the sole purpose to improve skills. For

the purposes of this paper, in-service training is defined as a workshop for employed

professionals, paraprofessionals and other practitioners to acquire new knowledge,

better methods, etc. for improving their skills toward more effective, efficient and

competent rendering of service in various fields and to diverse groups of people.

Further, such a workshop is a training designed to benefit a specific group of

teachers at a particular school. A good in-service training should, via workshop

trainees and improve the quality of programming for the development of teachers in

service.

In-service education is designed for the manpower development of the school

system and the educational enterprise as a whole. If teachers are to perform their

functions effectively and efficiently, it becomes imperative for them to require

training in new skills and modern methodology. The higher the level of educational

attainment in the teachers ensures the higher the level of educational standard in the

country. No wonder the national Policy on Education (2014) asserted that no level of

education can rise above the quality of its teachers. To meet the growing needs of

education in a global economy it becomes imperative to provide sound in-service

education for teachers to update their skills, knowledge and experience.

In-service education is also referred to as continuing education that is

designed for the retraining, re-skilling and updating the knowledge of manpower.

According to UNESCO (1985) continuing education can be regarded as the entire

body of educational processes whatever the content level and method, whether

formal or otherwise, whether they prolong or replace initial education in schools,

colleges and universities as well as in apprenticeship, whereby persons regarded as

adults by the society to which they belong develop their abilities, enrich their

knowledge, improve their technical or professional qualifications or turn them in a

new direction and bring about changes in their attitudes or behaviour in the two fold

perspective of full personal development and participation on balance and

independent social, economic and cultural development.

1.4 Professional Development of Teachers

This refers to skills and knowledge attained for both personal development

and career advancement. Professional development encompasses all types of

facilitated learning opportunities, ranging from college degrees to formal

coursework, conferences and informal learning opportunities situated in practice. It

has been described as intensive and collaborative, ideally incorporating an

evaluative stage. There are a variety of approaches to professional development,

including consultation, coaching, and communities of practice, lesson study,

mentoring, reflective supervision and technical assistance

Student achievement is linked to numerous factors, but quality teachers are

one of the most important components of student success. If school teachers do not

have the tools they need to teach students effectively, their students will suffer. To

teach effectively, teachers need access to ongoing teacher professional development.

This professional development enables teachers to improve their own education

through seminars, workshops, and classes.

Through teacher professional development, teachers learn new teaching strategies to

improve the quality of instruction. This allows them to make changes in the way
they teach their students, incorporating innovative teaching methods in the

classroom. It teaches them how to work with a variety of learning styles, since not all

students learn the same way. It also helps teachers change their day-to-day teaching

methods, encouraging them to accept new methods based on accurate education

research.

Principles for Professional Development should:

Ensure depth of content knowledge.

Provide a strong foundation in the pedagogy of particular disciplines.

Provide more general knowledge about teaching and learning processes, and

about schools and institutions.

Reflect the best available research.

Contribute to measurable achievements in student learning.

Expect teachers to be intellectually engaged with ideas and resources.

Provide sufficient time, support and resources to enable teachers to master

new content and pedagogy and integrate these into their practice.

1.5 Training versus professional development

Teachers’ training has been very often understood as a set of courses which

teachers attend more or less actively, being expected great changes to take place, as

far as their competences and practices with their students are concerned.

Nevertheless, research about teachers and their practices, has been showing more

and more that the training courses are just a small part of what is understood by

professional development which is a lifetime process. In literature, the professional

development of teachers is realized as a process of personal and professional growth

as for their competence towards their teaching practices, which is favoured by

reflexive processes within collaborative contexts that emerge from their daily

practice.

Professional development may draw on professional collaborations (projects,

explorations, reflection and participation in the professional culture (meetings,

conversations, reading as well as on formal and informal teacher education

opportunities. The teacher and his/her way of intervention are not disconnected

from what he/she is as a person. The representation the teacher builds of himself, as

a person and as a professional seems to influence his/her professional development.

So, this leads to the identification of teachers’ training needs, from their natural

working context, trying to implement training modes like workshops, study circles

or projects being complemented and valued, today, by distance training processes.

On the other hand, in Portugal, ICT in-service training has followed two major

purposes:

 informatics literacy - teachers contact with the Office tools and other

multimedia products;

 curricular integration (disciplinary and interdisciplinary), rising from the

emergent problems of epistemology of each subject and/or from the

didactics, tries to contextualize the use of specific computer tools for different

knowledge areas, in the non-disciplinary New Curricular Areas (NCA) or in

any other pedagogical background, such as Laboratories, Clubs, or Resource

Centres.

1.6 ICTs in Teacher Professional Development

Proliferation of Information Communication Technologies (ICTs), the

professional development trainings, workshops and other models of training

institutions have their choice as to what digital tools and virtual platforms they wish
to engage with in order to best provide instruction for teachers and student –

teachers . All of these choices have enabled the rapid expansion of online and hybrid

models of instruction that stretches traditional concepts of learning pedagogy. As

this growth continues, instructors must continue to develop effective teaching

strategies in order to remain relevant within the field. So then critical points to

consider remain: what professional investment will be required of professors for

their students, and for their chosen profession? When developing such a program,

what strategies, practices, and routines are necessary for instructors to employ for

effective and relevant instruction? What are the ramifications to a college or

university’s bottom line when considering web-based instructional models and is it

worth a redesign of entire academic programs? Will this transformation hinder or

critically damage the academic vision and mission of the institution? Hence these

questions are fundamental to determining the worth of such a shift in higher

education and it is these authors’ perspective that such a shift is not only worthy, but

also vital to developing the types of learning experiences that are authentic and

translatable in the 21st century.

The UNESCO (2002) report identifies four different functions of information

and communication technologies (ICT) in ODL teacher education:

 as an aid to distribution of materials;

 as a means of affording two-way electronic communication;

 through networked computers which allow access to the internet and multi-

way communication; and

 as a means of diversifying into resource-based, self-accessed teacher

education.

Serving teachers need to be familiarized not only with the technology but with:
  the teaching and instructional design skills that will enable them to help their

pupils engage in constructivist thinking, experimentation, problem- solving

and learning linked to real life situations;

 how to exploit collaboration tools such as weblogs, wikis, podcasts, Flickr and

YouTube so that pupils can create, adapt and share content, discuss issues

and support one another's learning;

 the use of e-assessment - that is, not only using ICT for true/false, multiple

choice or fill-in-the-blank testing, but also assessing pupils' abilities in self

directed study, information retrieval, analysis, synthesis, problem-solving and

creativity; and

 the use of e-portfolios - that is, creating multimedia records of pupils' efforts,

achievements and reflections on learning for the purposes of conducting

formative assessment, showcasing pupils' best work and conducting

summative assessment.

1.7 Concept discussion – Hybrid learning

The gradual development of information and communication technologies are

being used in education in various platforms such as teaching, learning, evaluation,

reporting etc., the present research envisioned to inclusion of ICT in in-service

training thereby to minimize the time schedule i.e duration of the training and

learning makes easy and comfortable. To understand the Hybrid model the

conceptual explanation of e-leaening, blended learning are to be discussed here.

E-Learning
 It is generally taken to be computer supported learning with no in-person or

face-to- face interaction taking place. Many people understand e-learning as learning

by anyone, any time and in any place. Sometimes, e-learning is taken to mean

learning over the Internet. It is a completely virtual learning environment. This

study adopts a broader definition by Govindasamy (2002) that considers e-learning

as ‘instruction delivered via all electronic media including the Internet, intranets,

extranets, satellite broadcasts, audio/video tapes, interactive TV and CD-ROM’.

In literature, there are many other different names of e-learning depending on

which delivery platform is considered appropriate within a given context. The

naming depends on the mixture of the delivery platforms used. Blended e-learning

serves as a good example in this case

Blended E-Learning

Voci and Young (2001) refer to blended e-learning as a balance between

classroom learning and learning online through the Internet. The concept appears to

have been developed by multinational corporations like IBM. These are companies

that had invested extensively in training their employees using the classroom, face-

to-face, method. But when Internet technologies became widely available for public

use, such companies had difficulties moving automatically to pure Internet-based or

online training. The move was slow, with small steps being taken at a time.

Therefore, blended learning allows an organization to move learners from the

traditional classrooms to online learning in small steps making the change easier to

accept. Four directions of blending are common in practice:

To combine or mix modes of web-based technology (like live virtual

classroom, self-paced instruction, collaborative learning, streaming video) to

accomplish educational goal.

 To combine pedagogical approaches (like constructivism, behaviourism,

cognitivism) to produce an optimal learning outcome with or without

instructional technology.

To combine any form of instructional technology (like Video, CD-ROM, Web

based training) with face-to-face, instructor-led training.

To mix or combine instructional technology with actual job tasks in order to

create a harmonious effect of learning and working.

Hybrid Learning

Hybrid learning combines face-to-face and online teaching into one cohesive

experience. Hybrid refers to teaching that is roughly balanced between its two

formats (think 50/50), blended refers to a mostly traditional face-to-face course that

also incorporates a few class sessions’ worth of online instruction (think 25/75).

Online and face-to-face instructions are integrated, with a substantial amount of

“seat time” in the traditional classroom substituted with internet-based activities.

There has been an ongoing debate among the educationalists on how much

virtual space a learner should be given. Many experts believe that the traditional

face-to-face instructions are equally important. Learner should spend one third of

the time on the computer, another one third talking to each other (collaboration) and

the last one third doing something. The investigator calls this a mixed model of

learning i.e combination of blended and e-learning. Hybrid e-learning, in the context

of this study, means e-learning where the main course delivery platform is the

interactive multimedia sub sequentially blended learning.

1.8 Hybrid In-Service Training Model (HIST)

 Hybrid learning combines face-to-face and online teaching into one cohesive

experience. Instructors need to be familiar with not just the strengths of online and

face-to-face teaching in their own rights, but also with how they can feed into each

other over a longer term. That difference is based primarily on the proportion of

face-to-face and online sessions and/or instructional material in a given course.

Whereas hybrid refers to teaching that is roughly balanced between its two formats

(think 50/50), blended refers to a mostly traditional face-to-face course that also

incorporates a few class sessions’ worth of online instruction (think 25/75). Keep in

mind that these are approximate definitions, because there is no exact science in

quantifying how much instruction equals another kind of instruction (with the

obvious exception of entire class sessions). That said, hybrid and blended are but

two terms in what we might think of as a larger “online learning spectrum”.

Table 1.1 features of Hybrid learning

Face-to-face is good for: Online is good for:

 Establishing social presence and  Sustaining group cohesion,

support collaboration, and support

 Nonverbal communication  Reflective, on-task discourse

 Defining assignments  Broader participation in discussions

 Negotiating expectations and  Critical analysis

responsibilities  Self-paced learning and practice

 Diagnosing students’ conceptual  Self-assessment quizzes with

problems and providing immediate feedback Automatic grading of

feedback multiple choice, T/F, fill-in-the-blank

  Brainstorming tests

 Role play  Create a content outline, chunking

 Student demonstration of psycho- content into modules.

motor skills

Take in the concept of hybrid model of learning and designed for this study

includes availability of learning content in online (text and video formats) and face

to face (classroom learning, discussion and feedback on learned content facilitates

meta-learning).

Training on “skill of questioning” – the learning content prepared both in text

and video formats and they have been sent to the teachers individually through

social websites and also made available in the website created exclusively.

Sequentially, one day training has been organized for teachers and they were

involved in reflective learning process such as discussion, creation and made

feedback on learned content facilitates meta-learning.

1.9 Benefits of Hybrid Learning

Face-to-face teaching, on one hand, allows a kind of immediate, real-time

engagement that can be difficult to capture online. Back-and-forth discussions,

group work, presentations, and in-depth conceptual scrutiny can often be more

robust in this setting, where visual cues (such as confused faces) and immediate

interaction can offer meaningful learning opportunities. Deeper collegial

relationships can be fostered among students and the instructor, leading to a

community atmosphere that can be more difficult to forge online.

 In the more than five years that hybrid learning has been widely practiced,

numerous studies have been done on its effectiveness. The results are pretty clear:

not only do students tend to prefer it as their format of choice, but the learning

outcomes and academic achievement are stronger with hybrid than for either face-

to-face or online teaching alone. A big reason is flexibility – not just in terms of how

time is used, but for how courses are taught, how students can engage with material

and demonstrate learning, and how they interact with each other and the instructor.

Whereas with face-to-face or online instruction, one format is chosen and used

exclusively (and thus cut off from the benefits of the other), hybrid learning can offer

the best of both in one unified experience.

Online learning, on the other hand, can excel with independent exploration,

innovative collaboration, information and technology literacy, and content mastery.

Students can watch videos and read articles again and again to reinforce conceptual

familiarity, complete assignments in a time and place that best suit their individual

needs, and take more time crafting written dialogue with their peers. Online

discussion forums offer opportunities to develop a more sustained and richer

exploration of material than the more rapid-fire interaction of a face-to-face

classroom, and students who may not be comfortable speaking in a room full of

people often blossom as strong contributors online. Both formats offer unique

advantages which can be difficult if not impossible to replicate in the other, which is

why combining the two into a single experience can create powerful learning

opportunities. But the advantages can reach beyond that – studies also suggest that

hybrid learning leads to lower rates of attrition and more efficient use of campus

resources (especially classrooms and parking). It should come as no surprise then,

that hybrid learning is often cited as the most effective format.

 This integration necessitates a thoughtful focus on the student experience, so

that students are presented with engaging material and prompted to interact with it

in innovative ways. That is not meant to imply that activities need always be terrific

fun (although fun can be good), but they should be engaging, because this leads to

students being more motivated to learn and succeed. The possibilities of how

students interact with content and with each other are greatly expanded in a hybrid

course; just having them read articles online and then meet to discuss them in-class,

for example, takes no real advantage of a class format that can otherwise be a

transformative experience.

Leverage Virtual Class Meetings with Collaborative Work

One of the most prominent features of blended learning is the virtual (or

synchronous) class meeting. Sometimes teachers spend the entire class in a virtual

meeting room lecturing and presenting content. These meetings are often recorded

and available for students to watch later, so they can be a more flexible learning

activity than traditional in-class lecturing. With the potential time savings of having

students watch recorded lectures, students can instead problem-solve together,

collaborate on projects, and use virtual break-out rooms for guided practice. If you

want students to be engaged in the class meetings, it must be meaningful.

Collaborative work can be meaningful when students problem-solve together, plan,

and apply their learning in new contexts.

Create the Need to Know

The key here is an engaging model of learning. Teachers can use project

learning to create authentic projects where students see the relevance and need to do

the work whether that work is online or in the physical classroom. The same is true

for game-based learning. If students are engaged playing a serious game about
viruses and bacteria, then teachers can use the game as a hook to learn content

online or offline. Through metacognition, and the "need to know" activity, students

"buy-in" to the learning -- no matter when and where that learning occurs.

Reflect and Set Goals

Related to the comment on metacognition above, students need to be aware of

what they are learning as well as their progress towards meeting standards.

Teachers need to build in frequent moments, both as a class and individual, to reflect

on the learning and set S.M.A.R.T. goals [specific, measureable, attainable, relevant,

and time-bound]. Through these measurable and student-centered goals, students

can become agents of learning, rather than passive recipients. Use reflecting and

goal-setting both online and offline to create personal connection to the learning and

personalized goals.

Differentiate Instruction through Online Work

In a blended learning classroom, there is often online work that needs to

occur. This might be a module on specific content, formative assessments, and the

like. However, students may or may not need to do all the work that is in a specific

module. In an effort to individualize instruction, use the online work to meet

individual students’ needs. Whether an extension of learning, or work to clarify a

misconception, the work that occurs online can be more valuable to students when it

is targeted. Students are no longer engaged in uninteresting busy work, but focused,

individualized learning.

Use Tools for Mobile Learning

Edutopia recently published a guide called “Mobile Devices for Learning.”

This guide provides a variety of apps and tips, proposing that teachers use mobile

devices as part of the learning environment. The great thing is that blended learning
can partner well with many strategies and apps. If you use the flipped classroom

model, for example, apps like Khan Academy, BrainPop, and YouTube are

incredibly useful. Leverage the flexibility of where students can learn, and engage

them outside the four classroom walls. Use scavenger hunts, Twitter, and back-

channel chats to engage students in a variety of mobile-learning activities to support

your blended-learning model.

1.10 Need and Significance of the study

Technology is improving at a very rapid speed and it demands almost all the

systems in the world to pace up with it. A similar demand is directed towards the

traditional learning methodologies for its survival. Therefore, in this paper, we

highlighted the need of reforms in the prevailing educational models. We discussed

the upgraded models of learning which can be preferably used to cope up with the

technological advancements as well as improve the overall learning performance.

With the rapid increase in the use of social media and connectivity, it is easier to

reach out to students using these tools instead of binding them to traditional class

rooms only.

The role of practical work can never be negated. However, there are many

course contents that can delivered online without the need of physical classroom

setup. This leads to

the concept of online teaching, later transformed to different offshoots like blended

learning, hybrid learning. These modes basically combine the essence of physical

teaching with online benefits. Within the class, there are many factors influencing

the pace of learning for a student. Apart from content and faculty quality, peer to

peer interaction, teachers physical presence, time lines, hands-on experience, and a
few more factors basically determine the success factor for students in traditional

class room model.

In an online model, the key benefits are self-paced learning, online access to

content, low cost solution, quick response, study from anywhere and anytime,

boundary free education and a lot more. Catering to the current needs, these two

modes are combined to provide a fruitful model in form of Hybrid Learning (HL).

HL incorporates the benefits of both models and tries to address the limitations of

each model by complementing it with the other. This concept allows the students to

learn at their own pace, and if needed, they can apply for certification as well. This

solution not only limited to courses. There are many best standard universities

around the world, offering their full programs on e-learning modes. These programs

have the same quality, content and standards, as of the physically delivered

program. The mode is however offered as online mode that helps to reach more and

more students and provide better productivity.

The present era of technology in education delivering the learning content

and also evaluating the improvement of learning level. Reviews of recent researches

reported that the opportunities and the potential benefits of information and

communication technologies (ICT) for improving the quality of education. ICT is

viewed as a “major tool for building knowledge societies” (UNESCO). Appropriate

use of ICT in school education is considered a key factor in improving quality at this

educational level. Integrating ICT tools enhances the quality of in-service trainings

and to minimize the time duration and cost effective. This research focuses on the

development of appropriate strategies to enhance the quality of in-service training in

terms of develop hybrid model and evaluate the outcome of this model. Proposed
model includes sequential steps emphasizes the meta-learning of the participants

and ensures the active participation and follow up process.

1.11 Statement of the Problem

With the passage of time, teaching pedagogies have changed drastically

thereby pushing for novel tools and techniques to be introduced especially for

higher education. In this regard, numerous distance-based educational approaches

have been proposed, and are already in practice. Hybrid learning (HL) is a novel

educational model that incorporates both the physical as well as the online learning

system. Specifically, much wider application platforms for HL model are the degree

programs that are offered at different universities. An important aspect of this model

is that it is independent of the type of degree or institute, and can be equally applied

at any institute by having the appropriate resources, and by following mandatory as

well as the recommended set of rules.

Title of the Present study is “Design and Evaluate Hybrid In-Service

Training Model (HIST): A Framework for In-Service Training Practice.”

This study aimed to design and evaluate the Hybrid In-Service Training

Model (HIST) in an in-service training on “skill of questioning” for secondary

teachers. This has been studied that the learning level of the teachers and their

experience. Besides, this study to emphasize the quality of training in minimized

time period with the help of ICT.

1.12 Objectives of the Study

The objectives of present research are

  To design Hybrid In-Service Training Model (HIST) underlying inclusion

of ICT into in-service training schema.

 To implement in-service training via HIST modeland observe the elements

as keys of quality enhancement

 To evaluate HIST model in the areas of : accessing training content by the

participants in own place, attaining the required skills, explores required

content support, enabling space for reinforcement and affords meta-

learning

 To suggest legitimate HIST model for further adoption.

1.12 RESEARCH QUESTIONS

Ensue towards the goal of research; the investigator has raised the following

questions to find out the effectiveness of HIST model in the present research

 What the positive outcomes are in Hybrid In-Service Training Model with

relate to gender and locality of the teachers?

 Will HIST model be effective in accessing training content by the participants

from own place, to attaining the required skills, explores required content

support, enabling space for reinforcement and affords meta-learning among

the teachers?

1.13 Limitations Of The Study

The limitations of present study are

  This study is confined with limited sample of 40 teachers from upper primary

schools only.

 The proposed HIST model had tested with a training concept entitled “ skill

of questioning”

 This model can be operated once the teachers can access the technology in

terms of accessing training content in various platforms

 The effectiveness of HIST model be tested in accessing training content by the

participants from own place, to attaining the required skills, explores required

content support, enabling space for reinforcement and affords meta-learning

among the teachers only.

1.14 Conclusion

The integration of ICT in classroom is getting more important as it help

student in enhancing their collaborative learning skills as well as developing

transversal skills that stimulates social skills, problem solving, self-reliance,

responsibility and the capacity for reflection and initiative. This chapter deals the

pivot theme of the research, statement of the problem, objectives, research questions

and limitations of the research. This will give the clear scheme of present research as

the investigator envisioned.