Utilization pattern of ICT tools among scientists of agricultural universities
Abstract
Information and Communication Technology (ICT) is an inevitable part of agricultural education, research and extension. Inevitably, as ICT tools are being used to access scientific knowledge, conduct research and also be able to communicate with other peers and disseminate this knowledge. The present study was done in 3 purposively selected agricultural universities of the state, which includes Birsa Agricultural University, Ranchi; Dr. Rajendra Prasad Central Agricultural University, Pusa, Samastipur and Bihar Agricultural University, Sabour, Bhagalpur to find out the ICT tools utilization pattern by scientists. The sample population consisted of 60 scientists, with 20 respondents from both universities. Data were collected through a structured questionnaire and analyzed using appropriate statistical techniques. Results indicated that most of the scientists reported medium use of ICTs followed by high and low use categories. The most widely used ICT tool was Web services followed by Agricultural applications, Kisan Call Centre and Geographical Information System (GIS). The analysis based on purpose showed that ICT tools are predominantly used for knowledge purpose, research information, reading articles and project-based work. The study underpins the increasing role of ICT tools at the service of scientific and academic activities, reiterates the need for strengthening ICT infrastructure and capacity – building programmes in agricultural universities.
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Introduction
For the last decades, Information and Communication Technology (ICT) completely changed the processes of generating, processing, storing and spreading information in multiple sectors of society. Information Communication Technology (ICT) has proven to be one of the most valuable drivers, as it provides access to a flow of information, communication networks and knowledge transfer for all stakeholders within agriculture. Rapidly evolving digital technologies have dramatically impacted agricultural education, research, and extension through timely scientific information, resulting in better decision-making. Agricultural technology generation and dissemination is an important role of agricultural universities. The associated scientists with these institutions regularly engage in research, teaching and extension activities which needs the updated information. ICT tools including internet services, digital libraries, expert systems, geographical information systems, video conferencing and agricultural applications were found to be important sources of scientific communication and useful sources of information and knowledge. One can effectively use the ICT tools which help scientists in accessing research publications, interaction with researchers regardless of geographical distances, virtual meetings and getting real-time information regarding agricultural innovations. So, ICT can also help to manage the research data effectively and make scientific reports for disseminating technologies to farmers' communities. Accordingly, they may be measured and have become observed as key pointers of digital readiness of agricultural establishments, main to the degree/tendency of ICT use amongst scientists. While the improvement of ICT infrastructure has improved tremendously, numerous differences exist in both the extent and type of ICT tools used by scientists. Knowledge of the pattern of use, such as identifying which technologies are used the most and for what functions is important in order to make decisions regarding targeted solutions or models designed to facilitate effective ICT usage. Such data can support policymakers, educational administrators and extension professionals in strengthening ICTenabled education systems. Considering the above facts, the present study was conducted with objectives to analyse the use pattern of ICT tools by scientists of selected agricultural universities and to evaluate the ways in which, these tools are used for research, teaching and other professional pursues.
Materials and Methods
The present study was conducted at three agricultural universities purposively selected, Birsa Agricultural University (BAU), Ranchi; Dr. Rajendra Prasad Central Agricultural University (Dr.RPCAU), Pusa, Samastipur and Bihar Agricultural University Bain Sabour, Bhagalpur. Finally, 20 scientists from each university were selected in the sample of 60 scientists. The present investigation used a descriptive research design since the study parameters have occurred and are beyond the control of the researcher, defining it as an ex-post facto design. Data was obtained from a structured pretested questionnaire. Then, other methods combined with field study such as observation, personal interaction and conducting of group discussions were used to bolster the data from the respondents. ICT tools selected for the analysis are Internet/Web Services, Mobile Map Technology, Digital Storytelling, Radio/ Community Radio, Video Conferencing Teleconferencing, Digital Library Expert System Kiosks Kisan Call Centre Satellite Telecommunication (SATCOM), IMCD (interactive multimedia compact disc and GIS Agricultural Applications. Operationally, utilization pattern is defined as how and to what extent scientists used various ICT tools in conducting research, extension and teaching activities. The utilisation pattern was appraised on the basis of three indicators including extent of utilisation, ranking of utilization and purpose of utilization. Thus, for each item on the questionnaire, ICT tools were being used was assigned to one of three categories: frequently (score = 2), rarely (score = 1) and never (score = 0). And the respondents were organised into low, medium and high uses groups by mean and standard deviation approach based on their total scores. Utilisation was measured in using ICT tools to retrieve information on a particular subject or research, collating assessment feedback, and acquiring knowledge and project preparation work. For this purpose, ICT tools were analysed for multiple responses to grasp the varied functions they perform in scientific activities. Data were coded, categorized and analysed using frequency, percentage and mean score. Weighted mean scores were calculated for each of the ICT tools for ranking. The interpretation of the results was aligned with these objectives.
Results and Discussion
Extent of utilization of ICT tools among scientists
Table 1 presents utilization of the ICT tools among agricultural scientists of universities. The results showed that most of the scientists (36.66%) were under medium utilization category followed by high (33.33%) and low (30.00%) utilizations categories respectably.
Extent of utilization of ICT tools by scientists
All scientists of BAU, Ranchi (45.00 per cent) used medium level of utilization followed by low (35.00%) and high (25.00%) utilization category among the selected universities among all scientist utilized all the utilization categories Table 1). For scientists from Dr. RPCAU, Pusa, the proportion of those utilizing these sources in medium and high were equal (35.00%) followed by low utilization (30.00%). In BAU, an analog observation was also made in Sabour as maximum number of scientists (40.00%) belonged to high utilization category, followed by medium (35.00%) and low (25.00%).
Frequency distribution of Utilization pattern of ICT tools
The usage pattern of various types of ICT tools among scientists was evaluated using weighted mean scores and ranks shown in In use of ICT tools related to project implementation, Internet/Web Services (56.66%) was most widely used followed by Digital Library (53.33%), Expert System (50.00%), Agricultural Applications (50.00%) and Kiosks (48.33%).
The results show that Internet/Web Services was the most generic ICT tool and was used in high proportions within all scientific activity groups. Internet resources are most probably preferred for their convenience, instant availability after searching and access to very large amount of scientific literature, research report, electronic journal and world knowledge banks. The internet has made it easier and more convenient than ever before to find information -search and research, or just refer from any second title; it is the most important source of knowledge on which contemporary science rest upon.
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