ICT Tools Usage among Faculty of Education in Teaching Learning Processes

Information and communication technologies (ICT) is defined, as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information”. The present study aims to study the usage of different ICT tools used by the faculty of Education in effective curriculum transaction. A rank analysis is done based on their responses to a data sheet. The emphasis of orientation and awareness programs for the faculty is signified in the study. To reach the goal of preparing teachers for effective technology use, a well-designed professional development program is essential. ICT can not only improve learning; but can also break down teacher and student stereotypes and boost self-esteem and would revolutionize the higher education system.

Since the 1980s, the integration of computer technologies in education has been a challenge for many educational systems throughout the world. In educational reforms the teacher is the last but most crucial chain in the process of educational change. ICT stands for information and communication technologies and is defined, as a "diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information." To reach the goal of preparing teachers for effective technology use, a well-designed professional development program is essential. Professional development in a technological age requires new definitions and new resources. It cannot take the traditional forms of individual workshops or one-time training sessions. Instead, it must be viewed as an ongoing and integral part of teachers' professional lives.
As a result, the use of technology enables teachers to implement new teaching techniques, to help students work collaboratively and develop higher-order thinking skills, to encourage students to be engaged in the learning process, to assist students who have various learning styles and special needs, and to expose students to a broad range of information and experts.

Background of the study
Globally, there is a lack of research addressing the adoption of ICT in higher education and the effective use of hardware components of ICT used in teaching learning processes. In this study, the focus is on what is termed hardware -the components of ICT like the computer itself, storage media, and input and output devices. A teacher should have the pre-requisite competencies in handling these tools to quench the thirst of students with varied discipline and abilities. ICT is making it increasingly easy for teachers and students to have access to a broader range of materials than they can use in the classroom.

Objectives of the present study
1. To study the usage of ICT tools among faculty of Education in teaching learning process. 2. To rank the most used ICT tools by the faculty in effective curriculum transaction.

METHODOLOGY
Descriptive method is used in the present study. Eighty faculties from 22 colleges of Education were selected in random for the study.

Tools used
The tool is used to collect the personal information about the teachers. Here the information regarding the Age, Gender, Educational Qualification, Designation, and Teaching Experience, Administrative Duties held in institutions and Internet Access at home are collected. In addition, a tool containing different ICT tools is given. Teachers respond to it based on their experience and know-how of the ICT tools. After obtaining the responses, the usage of ICT tools were scored as "High", "Medium" and "Low".

RESULTS AND DISCUSSION
Based on the results of different ICT tools used by teachers, a rank analysis is made. Among the 20 ICT tools used by the faculty of Education, the usage of Windows office ranked the highest as it is found to be used commonly for curriculum transaction, presentations, e-assignments etc., it is followed by computers, mobile apps and digital scanners/printers. The least used ICT tools among the faculty are podcast, blogs and GPS/GIS technologies in classrooms. This reason could be the lack of awareness on these tools which has resulted in less penetration in usage. Proper training and orientation can make the usage of tools to the maximum.

CONCLUSION
ICT will be a key factor in future positive change -provided they are in the possession of people who use them creatively and for the common good. In the new Millennium, nations are judged by the well being of their citizens; level of education is one of the major determinants.
Computer literacy of a nation in future will be a yardstick to measure the level of education.