PRASAD, S.V.SATHISH RAHUL, M2021-09-082021-09-082021-09-08https://krishikosh.egranth.ac.in/handle/1/5810175360INSTRUCTIONAL TECHNOLOGY NEEDS OF TEACHERS OF ANGRAU TO MEET THE MODERN PEDAGOGICAL APPROACHESThe present study entitled “instructional technology needs of teachers of ANGRAU to meet the modern pedagogical approaches” was conducted with broad objective of analyzing the instructional technology utilization of teachers and instructional technology needs. The study was designed in such a manner to explore the selected profile characteristics of the teachers, to study the instructional technology utilization and instructional technology needs as perceived by themselves and students, to know the direct and indirect influence of profile characteristics on instructional technology utilization and instructional technology needs. The problems in instructional technology utilization and suggestions to overcome the problems were also elicited. A strategy was also designed to strengthen the instructional technology utilization to meet the modern pedagogical approaches. Ex post facto research design was adopted in the present study. All the agricultural colleges of Acharya N.G.Ranga agricultural university in Andhra pradesh were selected for study.180 teachers and 240 students were selected as sample for the study. Fifteen independent variables and instructional technology utilization as dependent variables were selected for the study. Majority of teachers were middle age, male, Ph.D. Degree holders, had 6 to 10 years of professional experience, assistant professors, taught 2 to 4 courses, and prepared course manual / practical manual, had not published any books, had not published book chapters, had not guided any masters degree student, had not guided any doctoral degree student, had not handled any project, had no project in progress, had not attended any international seminars/conferences/symposia, had not attended any national seminars/conferences/ symposia, per cent had not published any full length article, research notes and review articles in international journals , had published 6 to 10 full length articles in national journals, had not published any research notes and review articles in national journals, above half of teachers had undergone1 to 3 national seminars had not undergone any of international trainings, had medium achievement motivation and medium empathetic ability. Majority of teachers opined they possessed very high knowledge on lecture, high knowledge on group discussion, medium knowledge on case study, very less knowledge on case study, less knowledge on workshop . Among instructional materials xvii majority of teachers had very high knowledge on chalk board, high knowledge on educational videos, medium knowledge on specimens, less and very less knowledge on instructional TV. Among instructional materials nearly half of teachers had very high knowledge on OHP/LCD/slide projector/film projector, high knowledge on still camera, medium knowledge on computer and laptop, less knowledge on ipad/tablets/e-slate and had very less knowledge on epidiascope. Majority of teachers had very high application proficiency in lecture, application proficiency in question answer discussion, medium application proficiency in term papers/credit seminars, less application proficiency in brainstorming & workshop method and very less application proficiency in workshop method. Among instructional materials majority of teachers had very high application proficiency in charts/posters, high application proficiency on text book, medium application proficiency on chalk board, less application proficiency on instructional TV and very less application proficiency on podcasts and digital text books. Among instructional devices majority of teachers had very high application proficiency on OHP/LCD projector, high application proficiency on still camera, and medium application proficiency on computer/laptop, less application proficiency on ipad/tablets/e-slate and had very less application proficiency on epidiascope. Majority of teachers regularly used lecture method, frequently used term papers/credit seminars, 8.33 per cent occasionally used case study, rarely used group discussion and never used project work. Among instructional materials majority of teachers used regularly text books, frequently used lecture notes, occasionally used slides/transparency, rarely used instructional TV and above one third never used instructional TV. Among instructional methods majority of teachers regularly used OHP/LCD projector, frequently used still camera, nearly half of teachers occasionally used smart podiums, one third of teachers rarely used digital voice recorders and majority never used interactive white board/smart boards/ink recording system. Majority of students had perceived that teachers possessed very high knowledge on lecture method; one third had high knowledge on group discussion, medium knowledge on term papers/credit seminars, less knowledge on case study and very less knowledge on brainstorming. Among instructional materials majority of students had opined that teachers had very high knowledge on chalk board, slight above one third had high knowledge on instructional TV, medium knowledge on podcasts, very less knowledge on podcasts. Among instructional devices above half of students perceived very high knowledge on smart phone, one third high knowledge on computer/ laptop, nearly half medium knowledge on smart podiums, slight less than one third had less knowledge on digital voice recorders and more than half had very less knowledge on epidiascope. Nearly half of students had perceived that teachers had very high application proficiency in lecture method; slight above one third had high application proficiency in question answer discussion, medium proficient in case study, less application proficiency in workshop and very less application proficiency in field visits. Among instructional materials majority of students perceived that teachers had very high application proficiency on chalk board, slight less than one third had high proficiency on chalk board, medium application proficiency on laboratory manuals, less proficient on podcasts and very less proficient in instructional TV. Among instructional devices above one third of students had perceived very high application proficiency of teachers in smart phone, high proficiency in still camera, medium application proficiency in computer/laptop less application proficiency on ipad/tablets/e-slate and very less application proficiency in epidiascope. Majority of students perceived regular utilization of chalk board by teachers, xviii frequently used slides/transparency, occasionally used specimens, rarely used podcasts and never used podcasts. Among instructional methods majority of students had perceived regular utilization of lecture method by teachers, frequently used term paper/credit seminar, occasionally used project work, rarely used workshop and never used brainstorming method. Among instructional devices majority of students had perceived regular usage of OHP/LCD/slide /film projector, frequently used Projection microscopes, occasionally used still camera, rarely used interactive white board/smart boards/ ink recording system and never used epidiascope. Majority of teachers had expressed need for training in ‘instructional system design’ followed by course design ,instructional assessment, curriculum development, communication, understanding learners behavior, class room management, instructional strategies , instructional evaluation ,educational administration, making teaching learner oriented instructional aids and instructional methods was ranked last. Majority of students reported training is most needed for teachers on instructional strategies was ranked first followed by curriculum development, instructional system design, instructional assessment, course level , making teaching learner oriented , communication , understanding learners behavior , educational administration , instructional evaluation , instructional aids , class room management and instructional methods was ranked last. In case of relationship between independent variables and instructional technology utilization of teachers, age, gender, education, text books/book chapters published, no of students guided, projects handled, papers published had shown non significant relationship with instructional technology utilization. Experience, courses taught, trainings undergone, achievement motivation, empathetic ability and course material/practical manual prepared had shown positive and significant relationship with instructional technology utilization. Cadre of teachers had shown negative and significant relationship with instructional technology utilization. In case of relationship between independent variables and instructional technology needs variables namely age, gender, text books/ book chapters published and papers published had shown non-significant relationship with instructional technology needs. Education, experience, no of students guided and courses taught had shown positive and significant relationship with instructional technology needs. Cadre, course material/practical manual prepared, projects handled, trainings undergone, achievement motivation and empathetic ability had shown positive and significant relationship with instructional technology needs. The step wise multiple regression analysis indicated that, out of 15 independent variables, four variables viz., experience, projects handled, achievement motivation and empathetic ability were found to be the important variables in influencing positively the instructional technology utilization. Six variables namely cadre, projects handled, conferences / symposia /seminars attended, trainings undergone, achievement motivation and empathetic ability were found to be important in influencing instructional technology needs. More than three fourth of teachers reported inadequate funding was the major constraint in instructional technology utilization followed by crowded class, lack of time of teachers to master the emerging technologies, lack of administration support for instructional technology acquisition, lack of facilities designed to accommodate new technologies, lack of teacher training in instructional technology, lack of technical support and maintenance, lack of awareness by administrators and policy makers, lack of internet connection, misconception about right concept of instructional technology, low staff morale, Shortage of specialists in Instructional technology, epileptic supply of electricity, lack of support from peers in securing instructional technology, cost of instructional technology overweighs benefits, resistance to change by educators, high xix cost of instructional technology software, high cost of instructional technology hardware, lack of students’ interest, and other perceived constraints include are lack of awareness about different software being used for instructional purpose, over burdened in UG, PG classes due to shortage of teachers, and traditional mindset within the administrator as well as faculty members. Majority of teachers opined involvement of teachers in teaching than non-academic work as major suggestion to overcome problem, Maintenance of proper teacher-student ratio in class, recruitment of teachers for reducing workload, providing advanced trainings for teachers, provision of sufficient funds in time, provision of technical staff to develop, handle and maintain Instructional materials and devices establishing smart classrooms, provision of uninterrupted internet and power supply ,motivating teachers to use educational technologies and organizing seminars, workshops related to Instructional technology. Strategy was developed for strengthening instructional technology utilization to meet the modern pedagogical approaches. To make the teachers well versed in application of instructional technology requires a strategic change. Strategic change includes “what is to be changed”, “how it is to be achieved” and “when it is to be changed”. Strategic change model consists of four major steps viz., strategic analysis, strategy making, strategic plan design and implementation of plan. Faculty should be trained in designing syllabus, course content, lecture outlines, lesson plans, lecture notes and handouts. Suitable evaluation methods for each step viz., analysis of existing situation, strategy making, strategy plan design and implementation of plans to be obtained periodically and based on the feedback necessary changes can be made. Government and university administration should take proper measures by taking into account the problems and suggestions as perceived by the teachers which ultimately lead to effective utilization of instructional technology by the teachers of the university.EnglishThesis