CIET | Online Survey of Research in Education

Raj, Balamurugan. (2017). An Investigation into the Barriers Associated with the Use of Smart Classroom Technology in Middle Schools. Unpublished. Ph.D., Education. Tamil University.

This research is aimed to investigate the barriers which are involved while using Smart Classroom Technology in Middle Schools. In this investigation the investigator has formulated the major objectives as follows: 1. To investigate the problems faced by the students in the adoption of Smart Classroom Technology. 2. To find out the opinion of teachers towards the barriers while using Smart Classroom Technology in their teaching. 3. To ascertain the reaction of correspondents, principals, administrators and coordinators in the school who face certain practical difficulties while implementing and processing Smart Classroom Technology.

The research looked at the following areas: Training Based Barriers – Are there any suitable training method, proper training and sufficient time to learn new technology among the teachers? Support Based Barriers - Are there any technical, social and family support among students and teachers while using SCT? Equipment Based Barriers – Are there any sufficient equipment provided such as hardware & Software and malfunction to use internet? Technology Based Barriers – Are there any lacks of environment, vision sharing and inappropriate content for their SCT? Academic Based Barriers – Do you possess any lack of knowledge, skills, communication, confidence and achievement? Teachers & Students Based Barrier - Is there any significant difference in barriers level with respect to demographic variables?

The sample group chosen, consisted of 919 samples, (878 Quantitative and 41 Qualitative), in the Thanjavur District Matriculation Schools and was a probability purposive sample. The 878 participants (142 Teachers & 736 students) who completed the survey were from the same matriculation schools. Approximately 1,000 participants were invited to participate in the survey, 878 responded, a return of 87.8%. Participants held students and teachers. The 34 qualitative participants (21 Interview, 13 Observation) were Principals/ Correspondent/ Administrator and classroom for while using smart classroom technology from a Matriculation Schools at Thanjavur district. They varied in years of experience as well as technology use. Some were Graduator, some technology experts, others administrators.

The following tools were used to collect the data: Opinionnaire on Teachers barriers of smart classroom technology constructed and standardized by the investigator and research guide, Questionnaire on Students barriers of Smart classroom technology constructed and standardized by the investigator and research guide, Interview schedule for Principals, Correspondent, Administrators and Coordinators are constructed and standardized by the investigator and research guide, Observation schedule for classroom while using SCT constructed and standardized by the investigator and research guide.

The investigator instead of comparing a quantitative analysis with a qualitative analysis made a mixed method analysis all within the single study.The investigator identified the concurrent triangulation design for in the present investigation. In concurrent triangulation designs, quantitative and qualitative data are collected and analyzed at the same time.

Quantitative data were analyzed with statistical techniques such as frequency, t-test, F-test and NN analysis by using SPSS.Data from the interviews and observation were analyzed using thematic analysis. This investigation is a triangulated mixed method study; data were analyzed in two stages. In stage one both qualitative and quantitative data were analyzed separately.

1. The mixed findings showed that 59.63% of the teachers accepted barriers were made by their training factor. The researcher found occurrence of barrier in the view of teacher while using SCT’s. On the other hand, by interview moderate barriers were associated with training. So, it concluded that the moderate barriers were associated with training factors. This type of barriers made insufficient usage in SCT. It may be due to the management problem, without proper trainee and economic problem. 2. The mixed findings revealed that 47.88% of the teachers and 40.68% of the students had accepted barriers were made by their support factors. On the other hand by interview, the support factors were identified as minor barrier. So, it concluded that half of the barriers are associated with support factors. This type of barriers reduced the interest of both teacher and students to participate in SCT. It may be due to the lack of technical assistant and less family support due to low income. 3. 42.38% of the teachers and 45.4% of the students accepted moderate barriers were made by the equipment factor. On the other hand, by observation, the equipment barrier is high. So, it concluded that many barriers were associated with equipment factors. These types of barriers made insufficient usage in SCT. It may be due to the irregular operation, manufacturing defects, improper user guide and detailed manual. 4. 45.63% of the students have accepted barriers were made by the technology factor. On the other hand by interview and observation, the researcher found that the technology barrier is a minor barrier. So, it concluded that the more barriers were associated with technology factor. This type of barriers made boring situation in use SCT. It may be due to the inappropriate content & modules boring visions and without peaceful classrooms. 5. The mixed findings showed that 43.33% of the teachers and 45.57% of the students accepted minor barriers were made by the academic factor. On the other hand by interview and observation the researcher found that minor barriers are associated with academic factor is a minor barriers. So, it concluded that the little barriers were associated with academic factor. This type of barriers made distance relationship for students and teachers. It may be due to the lack of communication, lack of confidence and absence of teaching skill. 6. The mixed findings revealed no significant difference between the courses attended and age group of teacher and also no significant difference between gender and family monthly income of students. On the other hand by interview and observation method it is ordered as; main barrier in equipment factor, moderate barriers in training factor, minor barrier in support factors for teachers and students had main barriers in equipment factor, moderate barrier in technology factor and minor barriers in academic factors. So, it concluded that the equipment is most wanted during the use of smart classroom technology in the teaching learning process.

By analyzing the conclusions drawn from the results, the administrators should know what kind of training programs are needed for the teachers in use SCT. It was found out that the administrators should know which method is needed for the teacher and it must be implied in the classroom. It was concluded that the Teachers should be trained to do technical help in SCT. Based on the conclusion drawn from the study, the administrators should know the importance of SCT equipments in the normal classroom teaching. It can be concluded that through SCT the students should understand the classroom climate. It may be concluded that the teachers should know the importance of using the collection of pictures in SCT and to know the needs of using collection of pictures. Based on the conclusion drawn through SCT, the teacher and students both maintain less relationship among themselves. Hence it should be eradicated. By analyzing the conclusion the results revealed that through SCT the students feel that their skill of writing and reading are decreased and hence it should be avoided.

Keyword(s): Smart Classroom Technology, Barriers