Information Communication Technology (ICT) is one of the important slogans of today's education world. It has changed the society into an information society and our way of life. It has been integrated into every walk of our life. ICTs play a vital role for knowledge dissemination to the advancement of our educational society. The Library is the main source of information and able to provide the users with the necessary facilities in ICT infrastructure from which they access the required information. The Internet is that the gateway for libraries and knowledge centers to enter the Electronic modern Era and is providing the knowledge, generated by totally different organizations, establishments, institutions, research centers and peoples everywhere the world.
Information and Communication Technology is the fusion of computers and telecommunications. It describes exciting and innovative ways to provide lifelong learners with global access to information, leaving and support. Computers enable people to work creatively. It can be used discussing, questioning, supporting a partner, debating, sharing data, analyzing, seeking, collecting, organizing, and online information and exploring the real world (Master Arul Sekar, 2016).
Thanuskodi (2009), India has significant advantages in the 21st century knowledge race. It has a large higher education sector--the third largest in the world in student numbers, after China and the United States. The library is the chief instrument for accumulating and using our intellectual heritage. Formal education can be conducted effectively and efficiently only with well-equipped libraries. Today, libraries are connected to a vast ocean of Internet-based services. Electronic resources are developing rapidly. Academic libraries are the nerve centres of their institutions, and must support teaching, research, and other academic programmes. The situation in academic libraries in India is the same as that of academic libraries the world over; however, Indian libraries must provide maximum information with limited resources. This article explores the Indian higher education environment in relation to academic libraries.
According to Biradar (2006) conducted a study on Internet usage by the students and faculties in Kuvempu University. The results indicated that 42.1% of students use the Internet twice a week and 31.25% faculties use it every day. The majority of students, further as faculties, use internet for teaching purpose. The favorite place for using the Internet is library followed by commercial places. A thumping majority of respondents are satisfied with web sources and services.
Jude and Dankaro (2012)conducted a study on the usage of ICT by a teacher in College of Education Katsina-Ala, Benue, Nigeria and found that 87.5% of the teachers had no facility of Laptops/computers in College while 95.0% had personal laptops/computers. 82.5% of lecturers had no internet services in offices. The majority of the teachers did not use television (82.5%), radio (90%) and power point presentation (82.5%) in lectures.
According to Thanuskodi (2013), E-resources are mushrooming online and in other formats. This phenomenon is due to the rapid advancement of information technologies, including the Internet and digitizing techniques. The extent of e-resources (including e-journals, e-books, etc.) is spiraling, although no exact number is available. These changes significantly enlarge the size of the electronic resources pool. Electronic resources have become one of the most important aspects of a digital library. The study reveals that slightly over one-third of the respondents (40%) spent less than 2 hours on the Internet per session, followed by those having 2-3 hours per session (29.17%). The study also shows that of the total of 120 respondents, 30.83% search documents with the help of the library Website.
Further, the preliminary results of the survey Thanuskodi (2012)analyzed ICT use among faculty members of Annamalai University, Tamil Nadu, and India. The study found that the majority of the faculty members preferred Internet (82.85%) and computers (75%). 75.71% faculty members used ICT for creating new information, 83.92% used for research and 80% used for developing skills and knowledge.
Jebamalar (2013)surveyed the use of ICT based Resources and Services among the Users of Arts and Science Colleges Affiliated to Manonmaniam Sundaranar University and 179 research scholars, 31.84% of them faced slow access speed while accessing ICT based resources and services.
Statement of the Problem
The main problem in ICT learning opportunity for educational institutions the need of the rural area students. In Dindigul, the ICT literacy rate of the rural undergraduate students is much less than the urban students. There is a need for computer literacy as well as literacy in Dindigul district; there is a connection between education level and use of electronic means or the Internet. This is a major drawback in which the users are not technically literate to use the technology. In Dindigul district, the poor rural student who does great effort for their daily living. To whose accessing the Internet is a costly issue...
Awareness and Use of ICT among Undergraduate Students of Rural Areas in Dindigul District: A Study.
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