Tuesday, May 19, 2009

INTRODUCTION (CHAPTER 1)

Computer technology is one of the factors changing the face of our schools and creating special challenges. Computer is the most talked topic in the present society and it is an area which has crossed all barriers and boundaries of age and profession adjusting everyone on the same platform which is “Learning.”
Computer technology1 is an interactive technology which involves students beyond watching listening and answering questions. Students become actively involved in the ownership of learning. In interactive technology such as cd-rom teachers or students can stop in one place and jump ahead to another based upon teacher’s discretion or student’s interest. This allows for expansion or clarification of student goals or questions. Software programs on the computer give students immediate feedback on correct answer or the consequences made. In the past few years, technology has experienced miniaturization and power previously believed impossible. Desktops now have the power requiring them to be classified as super computers. Portable computers weigh only a few pounds and are easy to carry and connect. Vast amounts of information available on the internet are easy to obtain through use of web browsers. There are new opportunities to learn in a worldwide context. Increased capacity and increased connectivity make learning through this new medium not only possible, but powerful. However, educators' knowledge of how to use that power requires considerable attention with regard to emerging research findings and best practices. Teachers, through the internet connections, have access to resources that even a few years ago would have been impossible even for university researchers. CAI (Computer Aided Instruction) and ILS (Integrated Learning System) assist teachers in developing literacy, computer programming and problem solving depending on the software and hardware selected. Interaction enhances the usability and potential because of the shift of the responsibility to the learner through technology. More than 10 years ago computers2 were introduced in schools in India under the project “Computer Literacy and Studies in Schools” (CLASS). Teachers were given special training. Children liked using computer, although they were not given attainment target. When the pilot phase of the project came to a close, almost two thousand six hundred schools had already been covered under the scheme. This was perhaps one of the remarkable innovations in school education in India in recent times. The implementations of the project provided a unique experience.

1.1 ADVANTAGES OF COMPUTER TECHNOLOGY

Following are some of the prominent advantages3 of computer technology.
Individualization and self- pacing;
Students can work at their own pace of using computers. Students retain display as long as they want. Software programs can be used according to the learners’ and teachers’ presentation of display.
Immediate feedback;
Instructional computer program provides immediate feedback to each student about his performance.
Consistent correction procedures;
Computer-assisted instruction programs provide specific and concise correction.
Repetition without pressure;
Students can use computers to repeat problem solving as many times as required. Computers don’t get tired!
Immediate knowledge of correct responses;
In the traditional method of teacher’s instruction, the student has to wait until the
response sheet is corrected. But in computer instruction, a student gets immediate evaluation report for the content areas.
Well-sequenced instruction;
Software package provides content into small steps and allows students to master one step at a time. Well-designed and well-sequenced instructions enable
different levels of learners to learn according to their own pace of learning.
High frequency of student response;
Good software is highly interactive, demanding student response. Students cannot remain passive in front of a computer; so students remain on task and get more practice.
Repeated demonstration of mastery of academic subject matter;
For students who have experienced failure, software programs may allow success by providing review and recall of previous learning.
Motivation;
Students develop self-interest and self-motivation to take up the task of learning aspects through computer-instruction.
Increased time on task;
Students really spend more time working with computers than they do with traditional paperwork.
Teaching competency;
Teaching in an on-line setting challenges teachers to shift paradigms and use a constructivist model of learning that creates roles for other mentors and experts.

1.2 INTERNET –BASED TEACHING AND LEARNING
(IBTL)

Internet, wherein, millions of computers are networked, is probably the most transformative technology in history reshaping all walks of human life in an astonishing way! Teachers can make use of educational internet sites as a form of virtual classrooms. It provides access to real educational source and provides connection with large learning communities thus becoming a powerful
source of inquiry and exploration. It also provides access to new developments and discoveries. Students can visit online libraries, observatories, museums, and consult experts around the globe. They can have a guided tour of scientific location through Internet. Quality of teaching and learning can be greatly
enhanced by this method. Web-based animation and simulation techniques bring movement bring movement to static textbook lessons. These techniques will recreate students. They can feed the data and make observations from which they will be able to draw conclusions and confirm the results that were taught. The rich multi-sensory nature of the web-based learning can definitely make subject like physics quite interesting.

1.3 COMPUTER -A TOOL FOR TEACHER!

Computer Enhanced Instruction (CEI) refers to using computers to bring additional dimensions to traditional teaching methods. This includes using computers to create instructional materials, slide shows, videotapes, worksheets, tests, bulletin board materials, rewards, incentives, games, and displays. It also includes using computers to increase personal productivity. Teachers who use computers in these ways may find that instruction is indeed enhanced. They are more productive, more organized because of the thought and planning required, and more efficient because of better record keeping. Their work also can be made faster with computers. The learning environment is more appealing when materials are neatly and professionally generated. Students generally have more positive impressions of teachers when they use computer in the classroom.

1.4 E - LEARNING

The term ‘e - learning’ in general refers to learning facilitated and supported through the use of Information and Communication Technology (ICT). It is the use of computer networks to offer education. It can cover a spectrum of activities from supported learning, to blended learning (the combination of traditional and ICT enhanced practices), to learning that is entirely online. According to Peter Drucker, quoted in Forbes, “Online continuing education is creating a new and distinct educational realm, and it is the future of education.” E - learning today allows students to get fully involved in interactive and collaborative learning processes through the use of internet - through activities like e - mail, discussion forum, blogs, chat session, video conferencing etc. A web based learning management system allows students to have access to rich digital content in multiple format and try out different thing with the inbuilt high level of interactivity features and makes the learning community-based. Salient benefits of e – learning4 are as follows.
1. It lowers cost.
2. Messages are consistent or customized, depending on need.
3. Content is more timely and dependable.
4. Learning is 24 hours a day, seven days a week.
5. It builds community.
6. Scalability is possible.
7. Leverages the organizational investment in the web.
8. Personalized training is available.
9. Improved collaboration and interactivity among students is possible.
10. Less intimidating than instructor led courses.

1.5 APPLICATIONS OF COMPUTERS TO
EDUCATIONAL NEEDS

Computers can be used in education in a number of ways -
(a) administrative purpose,
(b) information retrieval,
(c) simulations.
A computer can facilitate the writing process, through the use of word-processing, revising and editing. The use of electronic message can bring additional dimension to writing and communication. A computer with a database management programme can support the collection, organization and retrieval of information in ways not available otherwise. Computer practice and the use of database are powerful ways to develop organization and classification skills in sciences. Regular class use of a modem during discussions on current events or issues, can allow the teacher to explore about it on what is being said throughout the world. Students are becoming consistently weak in problem solving, both at finding solutions and at selecting appropriate strategies for the investigation problems. Using a computer as tool and learning the application of word processor/database/spreadsheet/writing a programme – provides rich problem solving experiences. Students need better skills at drafting, interpreting and criticizing graphic summaries of information. Developing the ability to interpret graphic material for graphic display is an important educational goal, not only because graphics is an important part of curricula of different subjects but also because now information is started routinely to be presented in graphic form. Computers generate graphs quickly and attractively. Use of simulation programmes or combined tutorial/simulation programmes can help in science teaching where the laboratories are not equipped well due to exorbitant expenses. The use of computer is not only cost-effective but safer and time-effective in physics. In courses where there is very high teacher/student ratio or where there are no qualified teachers or where there may be only few students e.g. in case of quantum mechanics the computer assisted instruction is most cost-effective.
1.6 COMPUTER ASSISTED INSTRUCTION

Computer Assisted Instruction (CAI) provides5 students with an alternative to classroom settings and frees the instructor from rote processes that are better handled by the computer. CAI, if individually developed, requires considerable time on the part of the instructor, but this is compensated for by increased learning time available in the classroom6. Using CAI an instructor can develop or acquire a series of supportive and reinforcing software. Computers have integrated learning with multimedia presentations. Traditional encyclopedias and reference books have been replaced by compact discs with
read-only memory (CD-ROM or CD) that contains pictures, sound, and video, as well as the standard text. Students can observe and listen to the mechanics of movement in slow motion and play over those parts they do not understand. In health education classrooms the growth of an embryo can be depicted to birth. Instructional topics remain traditional, but the delivery is nontraditional and allows the student to move at her/his own pace.
The World Wide Web (WWW); It is that part of the internet supporting graphics, audio, video, and hypertext links, as well as standard text. It is a system of internet servers that support formatted documents. The documents are formatted in a markup language called HTML (Hypertext markup language) that supports links to other documents, as well as graphics, audio, and video files. This means one can jump from one document to another simply by clicking on hot spots. Not all internet servers are part of the World Wide Web. There are several applications called web browsers that make it easy to access the World Wide Web; Two of the most popular being Netscape Navigator and Microsoft's Internet Explorer. Access to the internet, combined with the development of commercial network providers e.g., America On-Line has allowed individuals, schools and organizations to communicate with each other and to share information through mechanisms such as e-mail, telnet, ftp (file transfer protocol), gopher, and www. The expansion of the internet to nondefence-related uses has caused an explosion of communications. More recently, user-friendly navigator application software has become available for the www. Software such as Netware and Netscape have opened the internet to a new and diverse market place. From the convenience of the classroom a student or teacher can, using a computer and a modem, log into a variety of sites throughout the world. In a www site a home page is a starting point for exploration into a given host site's resources and connections to other sites. Web source ERIC maintains the
‘Ask ERIC’ Virtual Library home page, which provides a gateway to ERIC information, including lesson plans and "info guides" on relevant topics. Yahoo
is the source for numerous different starting points for investigation into various educational topics.
Local Area Network (LAN); It is a group8 of computers and associated devices that share a common communication line or wireless link. Typically, connected devices share the resources of a single processor or server within a small geographic area (for example, within an office building). Usually, the server has applications and data storage that are shared in common by multiple computer users. A local area network may serve as few as two or three users (for example, in a home network) or as many as thousands of users. The development of local area networks (LANs) allows computer users to communicate with each other without leaving their location or without the need of a telephone conversation. In some instances paperless classrooms have been developed using the LAN as a communications base. A paperless classroom allows the student to submit work via a computer to a central location where it is graded by the instructor and then returned to the student's electronic mailbox. The advantages of this include speed with which one can respond, always having a copy of the students' papers, timeliness, and increased comfort with software packages that students may frequently use.
Wide Area Network (WAN); it is a computer network that covers a broad area (i.e., any network whose communication links cross metropolitan, regional, or national boundaries). It contrasts with personal area network (PAN), local area network (LAN), campus9 area network (CAN), or metropolitan area network (MAN) which are usually limited to a room, building, campus or specific metropolitan area (e.g., a city) respectively. The largest and most well-known example of a WAN is the internet. WANs are used to connect LANs and other types of networks together, so that users and computers in one location can communicate with users and computers in other locations. Many WANs are built for one particular organization and are private. Others, built by Internet service providers, provide connections from an organization's LAN to the Internet. WANs can also be built using less costly circuit switching or packet switching methods. Network protocols including TCP/IP deliver transport and addressing functions. Academic research into wide area networks can be broken down into three areas: Mathematical models, network emulation and network simulation. Classrooms around the world can now be connected using technologies that include computers, interactive television, satellites, and the internet. The linking of computer technology through the use of the internet or CD-ROM with television transmission provides a new dimension to distance education. This technique has been used to link university professors to high school teachers, physically disabled students, and other students who are all physically distant from each other.

1.7 CHALLENGES BEFORE INDIA
India now faces the following stiff challenges10 in education.
• Depleting resources – It is hard to find very quality teachers.
• High population growth – India has 2nd largest population and growing at high rate.
• Fast pace of change – course curriculum is changed frequently to match the times.
• 55% of population is less than 25 years old and 70% of this population is not getting any education.
• Time constraints – in keeping with external pace, an individual has to process more information in shorter duration, resulting in time crunch.
To make India an educational powerhouse it has to be ensured that quality education is imparted, starting from grass root level, and covering both the rural and urban India. Computer technology is an excellent answer to achieve this
• With the emergence of the internet has come a heightened awareness that
technology can be instrumental in the development, delivery, and effective consumption of content.
• Web-based solutions are faster to implement.
• Technology is cheaper to implement.
• Education through computers is better as it generates higher retention of knowledge.
• The benefits, both intrinsic and extrinsic, are numerous.
1.8 EDUCATIONAL SIGNIFICANCE OF USING COMPUTER
TECHNOLOGY IN TEACHING PHYSICS
By using computer technology Teachers can learn to
• organize course content around a small set of basic models as the content core of physics.
• engage students collaboratively in making and using models to describe, explain, predict, design, and control physical phenomena.
• involve students in using computers as scientific tools for collecting, organizing, analyzing, visualizing, and modeling real data.
• provide students with basic conceptual tools for modeling physical objects and processes, especially mathematical, graphical, and diagrammatic representations.
• show how scientific knowledge is validated by engaging students in evaluating scientific models through comparison with empirical data.
• assess student understanding in more meaningful ways and experiment with more authentic means of assessment.
• improve continuously and update instruction with new software, curriculum materials and insights from educational research.
• work collaboratively in action research teams to mutually improve their teaching practice.

1.9 MODELING INSTRUCTION IN HIGH SCHOOL PHYSICS
Modeling Instruction in High School Physics, started in 1990 in USA, uses computers to teach models11 and modeling, central components of modern science. These components are focal points to develop the content and pedagogical knowledge of physics teachers, who then serve as local experts on the use of technology in teaching and learning science. Science and physics in particular, is a content area for which students need to learn how to use computers as a scientific tool for observation, data acquisition, analysis, and problem solving. Teachers are trained to support technology-based learning in up to 8 weeks of intensive modeling workshops conducted over two summers. Teachers are thus engaged in a complete revamping of high school physics to incorporate both technology and the insights of educational research. The training provides them with a robust new teaching methodology that greatly increases students' understanding of basic physics. Teachers identify a small number of models around which to base their physics course and learn strategies to help students develop those models. They collaborate on the redesign of the high school physics course to enhance learning and employ technology to achieve their goals. They learn how to use computers as an integral part of their teaching practice. They implement a student-centered instructional strategy which engages students in active scientific inquiry, discourse, and evaluation of evidence. Further, they examine the implications of educational research for physics teaching. The participating teachers then become leaders at their schools, modeling the best use of technology in the science classroom, training and assisting other teachers in the scientific use of technology and advising schools on cost-effective infusion of technology into all science courses.
In one experiment, students are asked to develop principles for the motion of a pendulum. With the teacher as recorder, students brainstorm about properties of the pendulum which might affect its period. After compiling the list, teacher and students decide which properties should be investigated. In this example, they determine to investigate how changes in mass of bob, length of string, and amplitude of motion affect the period. Students then work in teams and determine their own procedure for collecting data. After collecting data, they plot variables appropriately and then elicit the equations of motion and relationships among the variables. Then groups present the results of their experiments to the class. At the end of this process, the class can agree on an appropriate model to describe the behavior of the pendulum. They do this without being given the answer by a text or a teacher. Students learn to understand scientific claims and to make sense of their experiments themselves. They must articulate coherent opinions of their own, defending their findings in a variety of formats, using concise English sentences, graphs and/or diagrams, and through algebraic expressions of the relationship. Students are forced to reflect on why they choose an answer and how they evaluate evidence. The project developed three new evaluation instruments and found that the program increases the achievement of underserved learners. An external evaluation utilizing classroom observation of teacher training workshops determined that there was "overwhelming and consistent support" for this teaching approach. The Modeling Instruction Project (MIP) has demonstrated its adaptability for use in multiple contexts. It began with pilot workshops in Arizona, where it has flourished for the past decade in two dozen urban, suburban, and rural high schools. It is now used in 44 states in diverse schools, including impoverished urban public and exclusive private preparatory high schools. Its practitioners include experienced high school physics teachers with exceptional qualifications and motivation as well as under prepared teachers who were drafted into teaching physics.


1.10 NEED OF THE STUDY

Now regarding physics at senior secondary level in Delhi according to CBSE, it has been observed that the following topics in class XI physics12 have been found by the students difficult and ho-hum.
1) Three dimensional motion
2) Rotational motion
3) Molecular forces
4) Blackbody spectrum
5) Simple harmonic motion
6) Concept of phase in oscillations and waves
7) Numerical Concepts in Oscillations
8) The phenomenon of interference of waves
9) The production and mathematical treatment of stationary waves.
10) The concept of beats and the analytical treatment
11) Doppler effect in sound
In the same manner in class XII physics13 the students find the following topics14 less interesting and more difficult.
1) The properties of electric charges
2) Concept of electric field
3) Dipole system
4) Electrostatic potential and the concept of capacitance
5) Van de Graff generator
6) Drift velocity of electrons in metals - concept of resistance
7) Electrolytic Conduction
8) The concept of e.c.e.
9) The concept of magnetic field strength
10) Tangent law
11) Fleming’s left hand rule and right hand rule and their uses
12) Elements of earth’s magnetic field
13) Atomic theory behind the properties of magnetic materials
14) A.C. generator
15) LCR circuit
16) Wave theory of light – interference pattern
17) Diffraction in light
18) Single slit diffraction experiment
19) Polarization of light
20) The difference between magnification and magnifying power
21) Optical instruments and the concept of resolving power
22) The laws of photoelectric effect
23) Alpha-particle scattering and Rutherford atom model
24) Numerical problems on binding energy
25) Nuclear fission reaction
26) Nuclear fusion reaction
27) Alpha decay and beta decay
28) The crystal system and B.C.C. and F.C.C. structures
29) Covalent bonds - semiconductors
30) Potential barrier in P-N junction diode.
31) Transistor working as an amplifier
32) Transistor working as an oscillator
33) Communication system

If Computer technology (with multimedia) is used the above topics can be made very interesting as well as more informative. The following multimedia can be widely used;
1. VIDEODISKS: Information is transmitted through auditory and visual media. Information on the video disk is accessible on the press of a button. There is a tremendous amount of information available on videodisks. They are simple to use.
2. LCD (Liquid Crystal Display) panel: An LCD panel interfaces a computer and an overhead projector to combine multimedia techniques. This can be visualized by the whole class.
3. CD-ROM: CD-ROMs need to be connected to a computer and are easy to use. A computer disk (CD) is put in the CD player and then played. Students interact with the computer to highlight words or pictures as it reads. Click a word or a picture with a mouse and the computer supplements students’ learning with definitions of unfamiliar words. The CDs are powerful motivations for reading and reference. Encyclopedia of 24 volumes can be stored in one CD.
4.MODEM: Modem allows student’s potential for accessing telecommunications. Telecommunications require a telephone line, communication software and usually an online service provider. Networking can also be used to send message and seek information. A modem opens the door to the information world like “INTERNET.”
The introduction of computer technology can make tremendous impact in the school curriculum. Students can cultivate more interest in subjects like physics by the introduction of use of computer technology. By and large physics has been considered as a dry subject and this trend can definitely be changed by the use of computer technology and thereby in our country we can produce a pool of very efficient and eminent scientists who can uplift the country’s image in the world arena. Computer technology can be effectively used to teach the concepts of physics. Atomic structure, atomic forces, atom models can be explained with custom animation using MS - PowerPoint. For example in case of Rutherford atom model, the experimental arrangement with polonium and gold foil is difficult as well as costly for the students. These experiments can be animated and shown to the students. Even students themselves can be taught to conduct such experiments using custom animation in MS – powerpoint in computers. This will definitely enhance their understanding. Nuclear fission reaction can not be shown practically but students can have access to websites like http://www.encarta.msn.com, http://www.northernlight.com in internet to visualize such reaction15 in computers. This will definitely create in their minds an interest in the subject. Nuclear reactors can not be visited easily due to risk and security reasons but students can see them and their working through websites. Using website like www.sdss.org the students can have access to digital pictures of galaxies, their beautiful colours and shapes. From these websites students can study the properties of galaxies or quasars without any difficulty. Such knowledge will remain in their memory lifelong. Theory of relativity can not be clearly explained by classroom teaching as this requires wide imagination power. Neither can we conduct experiments in lab to prove this theory. Here comes computer technology to help out. Websites are available (like www.einstein.tv) to see such (virtual) experiments in computers. The three dimensional motion, rotational motion, simple harmonic motion, waves and oscillations can be interestingly learned using multimedia16 as three- dimensional figures and animations are available just by a click away. When teachers make some topical projects and show to the students, the students in turn appreciate the hard work and efforts of the teachers and this helps to establish a good rapport between the teacher and the students. As students tend to pay full concentration in learning through computers under the guidance of the teacher even discipline problem among students is much reduced as they are all busily engaged in the learning process. Doppler effect, LCR circuit, a.c. generator, Van de Graff generator can be effectively taught through computers which are otherwise difficult through the traditional methods. Even numerical problems and derivations can be taught by means of programmed learning through computers. In schools where computer technology has been used to teach subjects like physics the results have been better. The students have shown remarkable improvement in their academic achievement. In all these contexts the study of effectiveness of use of computer technology in teaching the concepts of physics becomes not only very important but also very urgent. Since we have problems in traditional methods of teaching physics and since computer technology is available in hand, the above study will yield very fruitful results.

1.11 STATEMENT OF THE PROBLEM
“A STUDY OF EFFECTIVENESS OF USE OF COMPUTER TECHNOLOGY IN TEACHING THE CONCEPTS OF PHYSICS AT SENIOR SECONDARY LEVEL.”

1.12 DEFINITIONS OF THE KEY TERMS
Following are definitions of some key terms.
COMPUTER: It is an electronic machine which has the capability of accepting data, storing and processing at a very high speed and finally gives us the required output information. This is illustrated by figure 1.1.
COMPUTER TECHNOLOGY: It includes computers5, compact discs (CD), floppies, audio equipments, Liquid crystal display (LCD), mouse and modem.