Availability and accessibility of computer and internet in high schools: An analytical study in Samastipur, Bihar

Introduction

Technology is currently playing a significant role in shaping the educational landscape. Computers are widely used to create digital libraries and catalogues, enhancing academic research. However, relying solely on digital tools may not be sufficient, as the retention of information through computers is often lower than that gained through practical experience. Many libraries now provide online resources to support electronic learning and research (Heeks, 1999) [3] . Additionally, digital platforms connect learners to various sources, offering multiple perspectives on a given topic. Overall, computers have greatly benefited education by transforming how we work and learn. The Government of India introduced the ICT School Program to incorporate Information and Communication Technology (ICT) in teaching and learning, especially in government schools. Bihar was included in this initiative, with the program being implemented in over 1,300 schools across the state over a 12-year period. Data was collected from 1,551 students in 87 Bihar schools. Both boys and girls received equal access to ICT facilities. However, in practice, students often face challenges in accessing these facilities-labs are sometimes locked due to the absence of computer teachers, or the equipment is non-functional or missing. ICT labs have the potential to boost students' performance, and gender does not influence access to personal email accounts under this scheme (Jungck, 1990) [4] . In general, ICT can transform teaching approaches, expand access to quality education, and improve educational management systems. Fully integrating ICT into education is vital to prepare students for a digital future that includes tools like e-libraries (Hakkarainen et al., 2000) [2] . Unfortunately, the traditional methods of teaching in Indian schools have not evolved much. Middle school teachers still often follow a conventional, objectivist approach, which has faced criticism. India has seen a strong push toward e-literacy, particularly through the promotion and implementation of ICT in schools for socio-economic development. Rapid developments in ICT have reshaped communication and operations worldwide. These changes have influenced www.extensionjournal.com educational and training needs, pushing policymakers to adopt new technologies. As ICT options continue to expand, decision-makers now have a wide range of tools to choose from when integrating ICT into education and training (Johnson et al., 2016) [5] . The concept of e-readiness or a country's preparedness to engage in digital activities has been recognized as a key indicator of how well a nation can leverage ICT in education. This metric has been used across many Asian countries, including India (Dada, 2006) [1] , and can be measured using several ICT indicators as suggested in the UIS Guide to Measuring ICT in Education. ICT facilities are essential for the global dissemination of knowledge and national development. It is crucial that secondary schools are well-equipped with ICT tools to ensure effective teaching and learning, which ultimately contributes to the holistic development of society. While India promotes its digital advancement, this study aims to explore the ground reality examining the practical knowledge of high school students regarding their subjects, and assessing the availability and accessibility of computers and internet facilities in schools

Materials and Methods

The study was carried out in the state of Bihar which has 38 districts and out of these 38 districts Samastipur district was selected purposively as it was located near to Dr. Rajendra Prasad Central Agricultural University. The map of Samastipur district showing the research area is presented below in Figure 1. The study was conducted in Samastipur district, which consists of 20 blocks. Out of these, two blocks Pusa and Kalyanpur were randomly chosen. A comprehensive list of government secondary schools in the selected blocks was prepared, and three high schools were selected: Senior Secondary Boys High School and Senior Secondary Girls High School from Pusa block, and one randomly chosen high school from Kalyanpur block. From each school, 25 students and 5 teachers were selected using a stratified random sampling method, resulting in a total of 90 respondents, including 75 students and 15 teachers. Data collection was carried out using a well-structured interview schedule. Prior to this, the researcher visited the selected schools with the assistance of principals and teachers, which helped in building rapport and facilitating smooth data collection. The interview Schedule was administered in English and response were recorded in Hindi language to make it convenience for the respondents. Efforts were taken to ensure that respondents fully comprehended each question, and the accuracy of their responses was verified. Secondary information was collected from credible sources including annual reports, statistical handbooks, and economic surveys. To effectively analyze and present the findings, appropriate statistical tools such as frequency, percentage, mean, and Pearson's correlation were used.

Results and Discussion

Socio-personal profile and other factors of respondents

An analysis of respondents based on socio-personal profile and other factors of students and teachers revealed that majority of the students (70.7%) and teachers (73.3%) were at the age of 17-20 and 36-50 years respectively. The details of the socio-personal profile and other factors of students and teachers are presented in Table 1. A critical look at table 1 revealed that out of 75 students, 38 were males (50.7%) and 37 were females (49.3%). Out of 15 teachers, 7 (46.7%) were males and 8 (53.3%) were females. Most of students (89.3%) had studied till senior secondary level. PG without NET, PG with NET, PhD and PhD with NET was revealed among 40%, 53.3%, 6.7% and 0% of the teachers respectively. Nuclear and joint family was reported among 82.7% and 17.3% of the student's respectively. Nuclear and joint family was reported among 80% and 20% of the teachers respectively. Smart phone was used by 6.7% of the students. This might be due to financial constraints, digital literacy, and parental restrictions and schools policies. No student was using laptop as well as power point. This might be due to high cost of laptops, lack of infrastructure, insufficient training and lack of awareness. All the teachers used laptop, smart phone, Google meet and power point respectively. The widespread use of laptops, smartphones, Google Meet, and PowerPoint by teachers can be seen as a combination of institutional support, professional necessity, enhanced teaching methods, and personal adaptability. www.extensionjournal.com These factors collectively create an environment where teachers are equipped and motivated to use digital tools in their daily teaching practices. A majority (84%) of the students had prior experience using computers and the internet, while 73.3% of the teachers also reported such experience. Regarding daily usage of ICT, 36% of the students used it for half an 24% for one hour, and 40% for more than one hour. Among teachers, 6.7% used ICT for half an hour, 40% for one hour, and 53.3% for over an hour per day. Among available facilities, the most adequately provided was a spacious room for sitting and working (92%), followed by access to a library (78.7%), computers (70.7%), and science laboratories (70.7%). Teachers reported that the most sufficient facility was internetconnected computers, followed by computers, LCD projectors, and spacious work areas. The primary occupation of most students' families was government service (33.3%), whereas all of the teachers' families (100%) were engaged in government jobs. In terms of attitude, 93.3% of the teachers expressed a positive view toward the internet, while 6.7% were uncertain. An access was made to identify the distribution of respondents (students and teachers) according to availability of computer and internet revealed that availability of computer and internet was 98.7% and 80% to the students respectively. In case of teachers, availability to computer and internet was reported 100%.

Accessibility of computer and internet

An assessment was conducted to determine the distribution of respondents (students and teachers) based on their access to computer and internet facilities. Findings revealed that 92% of the students had their own email IDs. The percentage-wise distribution of respondents regarding accessibility to computers and the internet is presented in Table 2, only 28% of the students were aware of how to access the internet on a computer and connect it to the World Wide Web. Additionally, 20% and 18.7% of the students knew how to use platforms like Google Meet and Zoom, and how to connect the internet for email purposes, respectively. Similarly, Table 2 shows that all the teachers (100%) had their own email accounts. About 93.3% of them knew how to access the internet on a computer. Around 80% reported being able to use Google Meet, Zoom, and knew how to connect the internet for email and general web access. Furthermore, 93.3% of the teachers mentioned that the internet speed was adequate for computer usage, and 86.67% stated that it was easy to access school lab computers during the academic term.

Relationship between a set of selected profile characteristics with attitude of teacher and students towards internet

An attempt was made to access the relationship a set of selected profile characteristics with attitude of teacher and students towards Internet revealed that students Age, was found to be positively correlated Attitude towards ICT use while in case of teachers both Age and Numbers of years in service was found to be positively correlated with Attitude towards ICT use. This might be due to the fact that older students might have had more exposure to and experience with ICT over the years, leading to greater familiarity and comfort with using technology. As the students' progress in their education, they are likely to encounter more ICT tools and resources, enhancing their skills and positive attitudes toward these technologies. Also, older students may possess greater cognitive and emotional maturity, enabling them to understand and appreciate the benefits of ICT in their studies. This might be due to the fact that older teachers might have participated in more professional development programs focusing on ICT, leading to a better understanding and more positive attitude towards its use. With age comes experience, and older teachers may feel more confident in integrating ICT into their teaching methods as they have seen the evolution and benefits of technology over time. Also, older teachers might have a broader perspective on the long-term benefits of ICT and be more willing to adapt to technological changes. Teachers with more years in service have had more opportunities to learn about and adapt to new technologies, resulting in a more positive attitude towards ICT use. Experienced teachers often have larger professional networks, enabling them to share and learn best practices for ICT use in education. Long-serving teachers might demonstrate a stronger commitment to improving their teaching methods, including the integration of ICT, to enhance student learning outcomes. Overall, the positive correlation between these variables and attitudes towards ICT use suggests that both experience and exposure play significant roles in shaping positive perceptions of technology in educational contexts. along with the installation of modern computers equipped with the latest specifications and multimedia tools. This would enable users to utilize advanced services like internet telephony, video conferencing, and online collaboration tools.

To ensure the productive use of these facilities, access to entertainment websites should be restricted to prevent misuse and allow serious users uninterrupted access. Teachers should be encouraged to be more resourceful by integrating computer and internet tools into their teaching practices, which would foster experiential learning, enhance critical thinking, and encourage innovation among students.

Integrating ICT in classrooms requires focused attention to elevate the quality and competence of the education system. This shift will contribute to improving the global standing of the national education framework and help produce a skilled future workforce. For successful ICT adoption in teaching, the government must work toward changing teachers' attitudes and improving their understanding of the importance of ICT in education. As key implementers of educational policies, teachers must be well-prepared to adapt to technological advancements. Therefore, advanced communication tools and digital resources should be made accessible to students both in school and at home. Additionally, teachers must be digitally literate and possess strong ICT skills to effectively transform their teaching methods and meet the demands of 21st-century education.

References

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