Students’ Perception towards Effectiveness of Technology Enabled Learning Environment at K-12 Level Based on Gender in Context to India

Abstract

Our study is unique in that it adopts theories grounded in instructional applications of educational psychology and instructional technology to gauge perceptions of module effectiveness across an effective sample of K-12 students. This study was intended to investigate students’ perceptions of effectiveness of instructional approaches and ICT use, varies on the basis of gender differences. We hope our paper can contribute towards broader discussion of how education system can effectively and efficiently incorporate technology enabled learning environment (TELE) in K-12 classrooms catering gender differences. Students’ knowledge of ICT tools and their perceptions of how these tools promote their learning are crucial for determining digital technology’s added value in education settings. Past studies have found that male students are more comfortable in using technology for learning than do female students. Review of related literature also reflected that very few studies have examined these gender differences in the perception of using technology for learning. Research done in the field of effect of technology on learning is in its infancy stage though a great inclination of researchers can be seen towards detecting innovative pedagogical practice, patterns and educational trends incorporating technological tools. While there is much research done on integration of technology in education in two domains, specifically; learning outcomes and learners & teaching methodologies and teachers, still at India, education is a least technology –intensive enterprise. This exploratory study has been conducted with an aim to examine perceptions of K-12 students toward using technology (multimedia module) for learning on gender basis. Approach employed to investigate technology application in education in the current research is “contextually –specific” studying how particular technology function in certain environment. Accordingly, in an attempt to achieve our goal of this paper- the entire domain of technological applications is narrow down to integration of multimedia module in classroom situation to develop technology enhanced learning environment and to perceive its effectiveness with respect to gender. The study has utilized a mixed methods approach to increase the validity and reliability of body of evidences. Quantitative and qualitative data were gathered utilizing questionnaire and focus group discussions respectively.  Questionnaire was analyzed for perceptions on the use of technologies. Differentiation was made between perceptions of students based on gender using appropriate statistical procedure. Results are discussed in the light of instructional effectiveness and gender difference in technology use. The findings confirmed that there were statistically significant gender differences in all the scales of questionnaire in favor of males, thereby signifying gender imbalances towards technology enabled learning environments. Results showed a significant difference between the perceptions of males and females towards integration of ICT in classroom environment. Males were more inclined towards the usage of multimedia module for learning. Overall, the study provided an insight into how students perceive TELE. This study contributes in many dimensions for improvisation in educational settings. The study has developed multimedia module as an instrument to create technology enabled learning environment in school settings, thus contributing towards context of knowledge. Secondly, it provides insights supported with evidences how Multimedia module enhances student’s learning. Thirdly, it shows how gender perception is associated with use of technologies for learning.  Lastly, it has implications for policy makers and educationists as to question how to cater gender differences towards technological usage in learning environments. .  It is recommended that these evident of the research can serve as a basis to develop policy frameworks for integrating ICT at K-12 level and shaping future e-learning strategies.