CHAPTER I INTRODUCTION

The personal computer are one of the most frequently cited and used forms of technology indicators of technological progress according to many nations. Internet research has come to be recognized as an essential study tool in all higher education courses in developed countries. While a traditional western university still has face to face lectures, it also offers online courses especially during the summer break.

A New Fact of Education In the small village of Hafizibad in Pakistans Punjab province a young girls is using her mobile phone to sent on sms message from has teaches in response to practice has writing skills often they live in households with few books or other material keep them retain over summer vocation what they learned during the school year.

Basics to Quality Education in the Developing World : A Quality education few young person in the worlds poorest countries remain elusive tremendous progress has been made over the past decade in enrolling children into primary school, thanks in large past to actions by developing countries Governments and to support from the International community for a assured policy framework in the developing world have little graduate or past graduate level training.

Technology in the Developing World Although the developing world still foils behind the developed in terms of absolute access to basic technologies such as electricity, ratio, wireless
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technology suggests that this front changing dramatically. For example the use of mobile phone for personal banking for playing Government workers and for monitoring patients with HIV.

It is in these conditions that many of the current barriers to effectively developing technology in the developing world

Effective use access sectors: One constructive way of thinking about the potential use of technology in education is to examine how it is used in the sector. Mobile phone technology has also been utilized to revolutionize banking systems, where access to traditional banking for many countries is especially limited.

Developing world experience of technology in Education Stories of failed technology interventions in education abound still other fails due to uncontrollable circumstance for every technology Skeptic, however there technology enthusiast. A vast array of reporting and academic studies of technology and education of gives some in sight into what some of the most common critiques of the use of technology in education.

Computer types and Grade Point Averages: From the data collected from emerges no remarkable difference in grade point averages in relation to what type of computes the students owns.

There is however a strong correlation between owning a computer and quality of the students grade point average.

Definitions : Aim : America onlines Instant Messenger service which supports text that, photo sharing online gaming and PC to PC voice. An aim list of instant messenger participants is called a Buddy List Blog: A website that contains dated entries in reverse chronological order about a particular topic. Functioning as an online news letter, blogs can be written by one person or a group of contributes. A blog with video clip entries instead of text is Video Weblog MP3 Player: Digital music player that supports the MP3 format, which was the audio format that staffed a revolution in online music, downloads and distribution. All probable music players, supports MP3 along with one or more other audio format. CD players whether sheet units or portable may also playback MP3 files.

Use of Laptop and Notebook Personal Computers In recent years the use of laptop or notebook computers has increased significantly. There is no doubt that the convenience and portability of laptop or notebook PCs is of significant benefit. There are however additional health and safety considerations which need to be addressed. By their nature it is usually difficult to adjust the display screen of a laptop computer for optimum distance and angle. Display screens tend to be smaller than those used with desktop computers with consequent issues for some users.

 The keyboards of laptop computers are inevitably smaller than those used with traditional desktop PCs and often do not provide the same wrist support. Because of the constraints introduced by the need to adjust the distance to the display screen this sometimes compromises the positioning of the keyboard. As a result users need longer and more frequent breaks or changes in activity to compensate for poorer working environments, which can impact particularly on posture. The touch screen and other input devices are not suitable for extended use as an alternative to a PC Additional risks should be considered when transporting portable DSE. Risks of theft and mugging and those relating to manual handling require careful consideration and sensible precautions to reduce the risks. These issues are unlikely to be significant for occasional mobile use, but where more of a laptop computer is involved then careful consideration needs to be given to measures to reduce risks. Docking stations are available for many laptop computers. These allow the computer to be used for mobile applications but when used in more permanent situations the laptop is connected to the docking station and the user can then use a full size screen, keyboard and mouse. As an alternative, However by raising the screen and using a separate keyboard and mouse a reasonable set up can be achieved.

It is impossible to give advice which will cover every situation, so staff contemplating the purchase of a laptop computer should seek the advice of

one of the qualified display screen equipment (DSE) assessors in their area or contact the University Health and Safety Office.

Common Laptop Uses The biggest advantage a laptop enjoys is portability. It is capable of any function a standard desktop computer is, and even allows for more. Laptop computers help users in utilizing their time efficiently as work can be done anywhere, including flying mid-air in an Aeroplane!

The various sectors that use laptops extensively are given below:

1. Education Students and educators alike use laptops extensively now a days. In fact, many colleges and universities recommend incoming freshmen to have laptops. Students use laptop computers to take notes during

2. Law enforcement Many police officers use laptops to type incident reports immediately at the scene, rather than taking notes and typing the reports later. Police can also use laptops with wireless connections to check such things as criminal records, vehicle registrations and outstanding warrants, which saves time and can assist in making arrests. 3. Business It is said that the business field has benefited the most from the laptop computers. Salespeople use the laptop computer to make presentations to customers, access company data over the Internet and process orders while on the move. At trade shows and conventions, it is

easy to setup a laptop for a multimedia presentation of a companys products and services.

4. Amateur Astronomy Portability of laptop computers is beneficial for amateur

astronomers as they can take them to observing sites easily. Computers are used to drive telescopes to various celestial objects. Moreover, if the telescope is equipped with a CCD camera, the laptop computers can be used to acquire, process and display the image from the CCD.

5. Entertainment Most laptops have standard or optional internal CD-ROM or DVD

drives, which allow the user to play CDs and DVDs anywhere. Laptop have also become a part of live music performance, where they are used to replace entire racks of synthesizers, trigger theatrical sound effects and create entirely new types of instruments. Soon after the AIADMK Government took over, the then Tamil Nadu Governor Surjit Singh Barnala in his customary address to the Assembly said the Government would implement the scheme from September 15. Finance Minister, O.Panneerselvam, has said the Governments intention on distribution of free laptops is to empower students, particularly from rural areas, to enhance their skills and ability in consumer usage. Ms.Jayalalithaa had said recently that her Governments major focus was on quality education. My Government will ensure that students will not suffer any deprivation uniforms, text books and shoes to geometry boxes

and laptop computers, every possible facility is to be reached to them as tools to help them realize their full potential. she said The message the State wanted to convey was that there would be no shortage of skilled manpower in Tamil Nadu, she said. Free laptop scheme in Tamil Nadu known as Tamizhaga arasu madikanini thittam, in Tamil was announced as a pre-poll promise to the voters in the year 2011 in election manifesto of AIADMK. Ms. Jayalalithaa had, in the election manifesto, said that if AIADMK comes to power in the state, it would distribute free laptops to Government schools and colleges from September 15, 2011, the day coinciding with former Chief Minister C.N.Annadurais birth anniversary. These laptops are available for 12 th grade and college students. Though it is popularly called as Free laptop scheme, the Government in its function uses the term priceless laptop instead of free laptop. This scheme became very popular and so chief ministers of many states around the country have started to implement it.

Objectives of the study 1. To find out the computer operation known by the respondents during the study period 2. To know how far CLP classes improve the attended by the respondents 3. To find out the performance of the CLP classes attended by the respondents. 4. To find out the students to used internet and other common online addiction.

Methodology: The study has used both primary and secondary data. The department study was concluded only the students were studied. During 2012-13 around 250 students had studied in this college. out of these each 125 are male and female students as 75,90,95 and 19 students are belongs to BC, MBC, SC and ST communities Hence the study has covered entire students (250) for in dept study . The averages and percentages are used for analysis of data.

Profile of the Study Area History Kumbakonam, an ancient South Indian city in the Cauveri basin, was the cradle of Tamil civilization. Right from early centuries of the Christian era, this little city epitomized the traditions of urban Tamil culture in a big way through its mythic sanctity, heritage fostering populace, its temples and tanks, its palaces and its institutions scholastic and philanthropic.

The Government College (Autonomous) known as The Cambridge of South India is one among the oldest Indian Educational Institutions since nineteenth century. It was started in the year 1854. Situated on the banks of Cauveri as Cambridge on Cam, it has produced eminent scholars and professionals of no mean stature.

The great mathematician Ramanujan, Rt. Hon. V. S. Srinivasa Sastry, the silver tongued orator, Tamil savant Thiyagaraja Chettiar and his successor to the Tamil Chair Dr. U. V. Saminatha Iyer, Principals Bilderbeck, Gopal Rao and a long line of them are ever in the niches of this colleges memory.

In the year 2004, the college turned one hundred and fifty. An attempt to outline the history of the college is itself a research undertaking.

Important milestones are recorded hereunder This college was started as a Provincial School in October 1854 even before the establishment of the Madras University. Thus it claims to be a hoary precursor of university education in TamilNadu. In 1864 it was raised to the status of second Grade College with the affiliated subjects Mathematics, History and Philosophy. At that time, there were only four colleges in South India. In 1867 the BA classes were started. In 1885 instruction was offered in all new arts curriculum (except biology) and BA courses in Physical Sciences, Mathematics, Logic History and Sanskrit. In 1871 construction of new buildings were started. In 1875 the existing building with bell tower was completed. In 1954 college celebrated its 100th year and the UGC sanctioned Rs 1 lakh to this college. In 1966 it was upgraded into a postgraduate institution with M. Sc Mathematics and MA Economics. In 1972 B.Com course was started.

Following table relates to the starting of post graduate programmes Year 1972 1979 1982 1984 1987 Course MA Tamil MA English M.Sc Chemistry M.Sc Physics M.Sc Zoology

In 1987 the college become Autonomous. In 1994 M.Sc Geography was started. In 1998 MCA was started and the department of Tamil, English, Physics and Chemistry were elevated to the status of Research Departments started offering M Phil and PhD programs.

In the year 2000-01 the departments of Zoology, Geography and Mathematics were elevated as research Departments offering M Phil and PhD programs.

In 2003 M Sc Biochemistry, Operational Research, Computer Science, MA and M Com courses were started along with B.B.A and Pulavar Pattayam.

New initiatives and future plan of action The college is updating the syllabus periodically, at the UG and PG levels to meet the national and international standards. It has already started a vocational course on Indian Culture and Tourism. Choice based system has been introduced in the year 2005-06 at both UG and PG levels, and the need based and job oriented courses are now being offered as Extra Disciplinary papers.

All the Departments have facilities and are taking initiatives in intensifying the research activities for the betterment of the human race concurrently upholding human values. For example the Zoology department to demonstrate new aquaculture lab-to-land program. Intensive research is also done in developing eco-friendly bio remedial microbial agents for pollution monitoring.

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Suggested approach This college plans to achieve excellence in teaching and also to initiate a culture of research. Development of innovative curriculum in the

undergraduate program, using modern methods of learning and evaluation, and to introduce a flexible approach in selection of courses at the degree level and to guide the students to pursue self employment are underway. It also plans to act as a role model for other institutions in aspects like methods of operation, new and improved approaches to teaching, learning and evaluation, organization and management, healthy practices for academic excellence and an effective system of governance. The present proposal is to establish the approaches and methodologies to initiate an operative excellence in teaching and research and also reforms for effective governance.

Profile of the college The college has a lush campus with gardens and campus pond. The edifice virtually stands on the river Cauveri. The campus and buildings have ancient and modern architectural features. The faculties of various

departments are actively engaged in research and in developing innovative teaching methods. This College was formerly named as Government Arts College. Then it was changed as Men College as a Women College was started in Kumbakonam. Considering the need for providing to women in higher education on an equal footing, the State Government declared it as a coeducational institution and renamed it as Government College in 1996. In 1987 it was granted the autonomous status and since then it is known as

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Government College (Autonomous). The detailed profile of the college is presented in the annexure.

The location significance of this college is singularly felt as it is drawing learners from the adjacent constituencies, where rural, semi-rural and suburban feeder institutions of higher secondary learning abound. Its

presence is so academic that it transmits the academic compulsions over to the feeder schools giving them the ideal scope to aim at. The library of this college has a unique collection of 1, 85,000 vols to boast, which nevertheless is fairly ancient; with a Sanskrit and Hindi detachment, presently in utility for the language departments of Tamil and English. In the clammy delta climate the maintenance is a challenge to be met with due assistance from funding bodies. The celebrities of this college are no bygones. The spirit of the place is ever active. It is to be noted that this institution turning 150 must be duly attended at par with university of its stature. The current academic enterprises involve creative, comparative, inventive translational and research works in Humanities and Sciences as indicated department wise.

English and Tamil

Sahithya

Akademi

translation

work;

critical

publications in literature and language; provisions for performing-art course with the literature departments Chemistry Phytochemical pharmalogical studies; researches in flavone chemistry

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Economics

Delta related overtures in research pertaining to the agro economy of Cauveri basin

Zoology

Lab-to-land Environmental

programmers monitoring,

in

aquaculture. bioremediation

process strategy developments Geography Equip mental research to develop remote sensing relating to ionosphere, operational

Physics and Mathematics Studies research.

Until the closure of 1970s, the college had a boat club and annual regatta as a sports feature. For reasons like monsoon failure and want of pond maintenance for pre-regatta training and the like, the club was disbanded and the event suspended. Now with prospective planning, it is noted we would soon able to revive the club, a unique sports feature of this place and promote the riverside studies, given the necessary assistance. Existing potentials aspiring to excellence 1. About 260 feeder institutions to give the learner strength to the College on varied disciplines from the three constituencies to which the College is location ally speaking, a gang ionic centre. 2. A library housing some ancient books, unique in their kind, not available in reprint, also possessing gazetteers of the districts with valid information for future use by all departments. 3. Pond as water reserve and Cauveri as a prospective waterway foe conducting riverside researches of Zoology, Botany and Chemistry departments.

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4. Temples & Mutts to assist scholastic learning programmes in humanities and philosophy and literature departments. 5. About 18 major disciplines of UG and PG with syllabi abreast of our times and expertise to realize the objectives thereof. 6. Viability of inter-university exchange programmes now sighted, consequent on the realization of a deemed university nearby. 7. Research aspirants on the increase with the existing research facilities likely to be improved on a need-base for further research with the support of UGC funding. 8. Fairly updated lab facilities for all science departments envisage future equipments to meet with standards academically used for. 9. Younger institutions in delta acquired their dues. This senior premier college must therefore be duly regarded and assisted in full, meet with its well-known ness. The potentiality is that the Tanjore delta has been fostering this college for 15 decades, preserving the modern disposition with the hope of receiving recognition and university status and adequate funding for it. Design of the study The second chapter deals with review of literature on computer learning process. Third chapter gives analysis and interpretation data. The final chapter provides summary of findings and suggestions of the study.

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CHAPTER - II REVIEW OF LITERATURE

The last two decades have witnessed a global spread of information and communication technologies into the education system. According to Shelly, Cashman, Gunter (2004) the technologies in the classroom can motivate the learners, encourage them to be problem ways to explore information.

Educational authorities in the United Kingdom, New Zealand and united states have been introduce, improve laptop teachers Kerr, Mc Eune, Smith Harris (2004) Lowie and Jones 2005.

According to Falba, Grove, Anderson and Putney (2001, P.2) laptops are powerful instructional tools for student learning. This Statement is affirmed by Mouza (2006), in the Government allocated local education Authorities the purchase of Laptop (Cunningham, Kerr, Mc Eune, Smith & Harris 2003).

Furthermore since 2002 the New Zealand ministry of Education has provided secondary schools called Digital Horizon. The findings of a study by Rutledge, Duran Miranda (2007) to evaluate the outcome of an equip students / teachers with laptop indicated intensity in the learning environment.

According to Albirini (2004) computer competence refers to educators beliefs about their computer knowledge and skills. Flowers and Algozzine

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(2000) computer competence to include basic computer operation and ethical issues.

Furthermore Mooij and Smeets (2001) carried out a case study in 10 secondary schools in Holland.

According to Dexter, Anderson and Ronnkvist (2002) technology support is the access to personal guidance and instructional technology.

Technology support is stated by Fulton, Glenn and Valdez (2003) as the support provided teaching needs.

The results of a study conducted by Samuel and Zaitun Abu Bakar (2006) and Positive welcoming Atmosphere in the school (Kariuki 2004).

Kersaint, Horton Stohi and Garofalo (2003) asserted that educators in learning process. Recent studies have shown in according to Teo, Lee and Char (2007).

According to Noraini Idris et al (2007) and Kersaint, Horton in apart from the Liaw (2002) capable technology.

Students in laptop programs achieved significantly higher test scores in English language arts and mathematics. (Gulek & Demirtas, 2005)

The One-To-One Laptop Environment What is unique about a ubiquitous computing environment? Teachers believe that students are more engaged and more motivated to learn leading to higher-quality work. The environment facilitates more authentic,

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collaborative

and

project-based

learning.

(Swan,

Kratcoski,

Mazzer,

Schenker, 2005) Todays students expect their school assignments to be relevant, challenging, and related to the real-world. They value problem solving, communication and the chance to collaborate as adults do in the real world. (Barrios, 2004) Teaching and learning activities can be quite different in a one-to-one laptop environment. In a laptop classroom: Technology is used frequently Technology is incorporated to a much greater degree than other classrooms Attendance and discipline rates improve Student motivation and engagement is higher than other classrooms Student (and parent) attitudes to school improve Student achievement increases Students access a broader range of resources theRe tends to be more student-centred strategies such as projectbased learning and independent inquiry/research There are more examples of cooperative learning than in other classrooms The teacher is more likely to act as coach/facilitator The relationship between teacher and student can change Computers are the main writing tool (and students tend to write more with higher quality text) Students primarily work alone or in a large group Students use computers at home more frequently for school work.

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A comparison of regular classrooms and technology-rich classrooms suggest that pedagogical approaches are different. In a regular classroom: teachers spend more time giving instruction, leading discussions, asking and answering questions and managing the classroom; students spend more time asking and answering questions, working individually and as a whole group. In a technology-enabled classroom: teachers spend most of their time in demonstration, directing activities and talking to students; students spend more time working on projects, working in small groups, talking to and listening to other students. A technology-rich classroom provides opportunities for a more student-centred, project-based and small group orientated learning environment. What might a digital education revolution classroom look like in your curriculum area? Teachers spend less time lecturing in a laptop classroom. They feel empowered and use a more constructive approach than teachers in nonlaptop classrooms. As students are more engaged in learning, there are less classroom management problems. Teachers must create instructional environments in which students use higher-order cognitive skills to construct meaning or knowledge, engage in disciplined enquiry, and work on products that have value beyond school. (Barrios, T 2004) What teaching approaches using laptops might work well for your learning area? Laptops provide students with frequent and immediate access to the internet and educational software placing technology in an integral position in

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relation to student learning and teacher instruction. There is wide access to resources to support student learning and tools to plan and organise learning. Students can communicate with their peers, teachers and the wider community and students can undertake collaborative tasks. This increased availability results in increased computer skills which potentially can transform the learning environment and improve student learning outcomes. (Penuel, 2006) Our results indicate that the 1:1 students to networked laptop ratio contributes generally and significantly to the effectiveness of the learning environments per the design criteria of being more learner-, assessment-, community- and knowledge-centred. (Dunleavy, Dextert & Heinecket, 2007) Students dont have to wait for teachers to convey information as much of it is available on the internet, forcing a focus on the changing role of the teacher. There are opportunities for differentiated instruction and engaging learning but only if we think differently about our learning environments. (Owen, Farsail, Knezek & Christensen, 2005) Laptop programs provide opportunities to promote student autonomy enabling students to work quickly and independently. Students can access and organise information as well as pursuing particular points of interest going into the topic in more depth. Students can work at their own pace and devise their own search strategies. The 1:1 laptop program can changed the practice of teachers changing the way they organise classroom activities. Teachers rely less on textbooks and many say they are better able to meet the needs of students that are

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struggling and those that are gifted. With the laptops teachers are able to spend more time individualising instruction for students. (Zucker & Hug, 2007) Laptops can be used to build stronger links between home and school, increasing communication and accountability with students and parents. Students are able to use their laptops as a tool to file and organise their school work independently at school and at home. This adds to the sense of home-school continuity. Now we have a feel for the potential of a one-to-0ne computing environment, lets look at what students actually do with laptops in the classroom. Classroom Uses of Laptops None of the current curriculum will disappear, but the laptops will provide teachers and students with choice in their learning. A 1-to-1 laptop program means you have a range of ways to complete any set task. (Holmes, 2008) Integration of digital technologies into teaching programs can expand the number of ways that students can learn. In the classroom, teachers become guides and partners in learning; students are the architects of their learning with their laptop acting as a toolbox. However, laptops should never become the focus of the class. Sometimes laptops are not the best teaching and learning tool. Teachers should use the most appropriate medium for the classroom activity.

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Common Activities Writing is one of the most common uses of laptops in schools. Taking notes during the lesson (word processing) can be a faster, more efficient way of recording ideas and information. Students will continue to write by hand but they will have an increased variety of ways for creative expression and extension of writing skills. Laptops can be used as a tool to gather information, organise information, draft and revise material. Teachers report (and students agree) that students are more inclined to revise their work. Writing completed on a laptop is much easier for teachers to assess and provide feedback. Many teachers report that students write more with laptops finding it easier than writing by hand. However, students need to be taught keyboard skills. Students commonly use laptops to access information, to support justin-time learning and to conduct research. Information literacy skills of locating, selecting, evaluating and synthesising information are, of course, important factors in success. How important is the explicit teaching of information literacy skills across the curriculum? Students commonly research a variety of topics on the internet accessing, organising, analysing and synthesising content. They use search engines to access informative and interesting websites to generate discussion, consolidate knowledge, extend and enhance existing knowledge and link to new knowledge. Students can locate background information for the next lesson and complete homework, assignments and assessment tasks.

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Our study suggests that introduction of laptops has an important impact on students access to and use of information and data in instruction and research. (Grimes & Warschuer, 2008) The search for background information to contextualise learning can be undertaken by students using laptops with internet access rather than with information provided by teachers. Students are able to access information at the point of need to support their classroom learning. And, access to the internet can provide current data and a wider variety of resources than may be available in the classroom. Students can access online databases, e.g. census data, track satellites, download photographs and other images, record and analyse data using spreadsheets, watch online video and listen to podcasts. Many teachers believe that students get more involved in in-depth research using laptops. Students using laptops have opportunities to work with a range of diverse media to create content. Students can use multimedia tools for creative expression, presentations, project work, narratives and more. Students can design and create multimedia presentations to remember longer and understand better, create personal web pages and make and edit digital movies and images. Many schools have set up class website to facilitate information dissemination, collaboration and communication. Websites contain course materials, outlines, calendars, exemplars and photographs. These website are also used to publish student work, post assignments as well as provide a collaborative workspace.

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Students can use their laptops to extend real-world learning by taking virtual tours, viewing simulations or movies and manipulating 3D models to visualize molecules, for example. Students can experiment with animations to assist understanding of concepts, providing context and meaning.

Simulations, animations and movies engage students senses and stimulate thinking through real-world problems. Students can learn about difficult concepts, interpret content and create knowledge through online access to maps, video, audio, images, simulations, animations and text. Teachers often use educational software with students using laptops. These programs can provide self-paced individual instruction with feedback, scaffolds and other tools to enhance learning. This can provide opportunities for formative assessments of students and increase student interaction and engagement. Ideally students can learn in an environment that matches their cognitive ability. Feedback received has the potential to encourage and engage students in their learning. Scaffolds provide examples of mastery and opportunities for students to refine their understanding of expectations. As students are working individually they can seek assistance privately encouraging them to extend their learning in ways they may be reluctant to do in front of their peers. Some software provides grading and reporting to assist teachers to implement remediation or extension activities for students and it may identify content areas that need to targeted for direct instruction. Peer collaboration is

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also supported as students work together to offer assistance in solving problems. How could technology choices help or hinder student learning in your curriculum area? There are major weaknesses in the use of commercially available educational software, however. An important consideration is the choice of product to ensure that it is suitable in that it meets syllabus requirements and has an appropriate pedagogical approach. Software programs are not proxy instructors relieving teachers of their responsibilities. The teachers role is very important as the software program does not replace good teaching. Software programs cannot understand how students arrived at their answers to quizzes; teachers need to intervene to find out at which point students are failing. Sometimes feedback is in audio format which can be distracting so needs to be managed possibly with student headphones. Would criteria for reviewing educational software assist schools? One-to-one laptop environments can provide added value to formative assessment. The frequency and quality of the assessments can be improved whilst the time and effort involved in reduced. Computer applications with embedded scaffolding and coaching features can greatly improve teachers ability to target remediation swiftly and efficiently. Teachers have greater opportunities to individualise instruction in a learner-centred environment. (Dunleavy, Dextert & Heinecket. 2007) Teachers using computers for assessment believe that they provided more timely, detailed and complete feedback to students more often. They
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stated that as the students products are electronic, it is easier to assess. (Zucker & Hug, 2007) Differences in Laptop Use in Classrooms How often students use their laptops in class varies from 70% estimated by English language arts teachers to 23% of class time estimated by maths teachers. (Grimes & Warschauer, 2008) The greatest use of laptops was reported in English and humanities, history, mathematics and science. (Zucker & Hug, 2007) What factors could influence the extent to which laptops are used in class? What might be an appropriate amount of time for student laptop use in your subject area? Girls are often less computer literate than boys. Computer literate students (mostly boys) dominate small group work using computers leaving those less able observing. One-to-one computer programs could overcome this problem. The laptop program can have a significant impact on closing the gap between girls and boys in their knowledge of computers (hardware, software and using the internet). However, there is no effect seen on computer confidence in girls. (Schaumburg, 2001) One-to-one laptop initiatives are more effective in increasing science achievement for male students than female students. (Dunleavy and Heinecke, 2007)

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One-to-one laptop classrooms are more effective in increasing English and writing achievement for male students than female students. (Dunleavy and Heinecke, 2007) The impact of technology varies between different subject areas. This may be due to availability of suitable digital content, readiness of teachers to integrate ICT in teaching and their classroom experience. The way that laptops are used often depends on the demands of the subject. In mathematics, students often do drill and practice exercises; many history students conduct research daily; and almost all English teachers ask students to use the computer for writing frequently. (Zucker & Hug, 2007) Students in laptop programs achieved significantly higher test scores in English language arts and mathematics. (Gulek & Demirtas, 2005) Physics students used technology extensively in class to collect data, analyse and present real-time data, manipulate laboratory simulations encouraging experimentation and visualisation of physics concepts. These students use their laptops to communicate about science almost daily. Students believed that interactive lessons using technology better enabled them to understand concepts. (Zucker & Hug, 2007) Laptops provide access to highly visual material to promote learning. A strong positive impact on students writing was seen with students with disabilities. Many teachers believe that a laptop program assists students learning regardless of whether students are English language learners, gifted, special education, at risk or with no special needs.

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Should we further explore the specific applications for learning in different subjects and with different student groups, e.g. gifted students? Students ICT Skills Students show a great range of skills and capabilities when using ICT. What ICT skills are important in your curriculum area? Most Australian students that took part in the National Assessment Program in ICT literacy in 2005 reported using computers for at least three years. Many of these students were also frequent users of computers though this was more likely to be at home rather than school for both Year 6 and Year 10 students. Across Australia, 61.2% of these students were at or above the standard (level 4 of the ICT proficiency standards and above) with NSW students being close to these percentages. (MCEETYA, NAP ICT report) Should we further explore students ICT skill, use and familiarity levels to ensure we dont underestimate (or overestimate) students abilities? DET Personal Learning Devices DET personal learning devices are intended to be: portable so students can carry them around all day able to connect to wireless, USB, Bluetooth, dial-up, Ethernet, internet so students can work on documents, organise files, collect and store data, communicate on email or internet all day able to be personalised so students own the laptop and therefore can use the same learning tools at home as at school

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 installed with software, e.g. web browser, email, office, multimedia so students can access the internet, capture and edit images, create content, communicate with teachers and other students. How can DET personal learning devices be used to engage students in learning in your curriculum area? Students can be engaged a range of learning activities using a variety of software applications and multimedia. How does this affect their learning? This is the subject of the next section. Effects on Student Learning There are many studies comparing the impacts on students learning in one-to-one laptop programs to others in less technology-rich settings. The information is from multiple sources, e.g. interviews, surveys, classroom observations and from a variety of studies. Generally speaking, these studies confirm the findings of others, resulting in increased confidence in the results. There is substantial evidence that using technology as an instructional tool enhances student learning and educational outcomes. (Gulek & Demirtas, 2005) Overwhelmingly, studies of laptop programs indicate many positive effects for students. Reports indicate that students: have more fun are more enthusiastic have increased engagement in learning are more interested in learning are more self-directed in learning have greater self confidence and self esteem use computers more often for learning

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 focus on improving performance have greater ICT skills increase their research skills improve problem solving and critical thinking skills write more extensively with improved quality have increased access to information can present information more effectively spend more time working collaboratively collaborate better and are more willing to share their work and help each other are engaged in more project-based work enjoy learning actively. We all know that ICT engages children and engagement, of course, is the key to successful teaching. (Holmes, 2008) Students having continuous access to laptops were much more positive in their responses than students using school laptops. They reported increased computer skills, made learning more fun and interesting and provided motivation for learning. The power of one-to-one computing is in the availability of the learning device for students during the school and at home. (Cisco, 2006) Students learning and their ability to transfer knowledge across subject areas can be enhanced by laptops as a result of student-focused project work which is collaborative and includes problem-solving and critical thinking. (Gulek & Demirtas, 2005) Technology is a tool that adds another dimension to student learning. Laptops provide the motivation for students to be engaged in their learning

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and seeing a connection between what they are learning and the world beyond the classroom. Motivated students have control over their learning and are challenged with a series of goals and share their learning with others. This is a chance to be recognised and to be proud of the work they have done. Changes in students attitudes and work habits survey data from Maine, 2004 with over 12 000 returned surveys: I would rather use my laptop 80% Laptops help me be better organised 75% Laptops improve the quality of my work 70% I do more work when I use my laptop 70% I am more likely to edit my work with a laptop 80% I am more involved in school with a laptop 70% Laptops make school more interesting 70% Teachers report positive impacts of laptops on students with most agreeing that computers have increased opportunities to apply their knowledge and encourages students to think creatively. Almost all agree that using technology in the classroom helps to prepare their students for life in the 21st century. (Zucker & Hug, 2007) Teachers responses in a comparison of teaching with laptops to prior experience without laptops (Grimes & Marschauer, 2008): Students spent more time giving presentations 74% Students are more interested in class 84%

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 Students help each other more 84% Students take more initiative outside of class time 65% Students writing quality is better 57% Students overall quality of work is better 65% Students get more involved in in-depth research 85% Students work harder at their assignments 79% Students revise their work more 78% A survey of student opinions (850+) in a study in California showed very positive responses to the laptop program: Having a laptop helps keep me organised 75% agreed I would rather not use my laptop 78% disagreed I prefer to write assignments by hand instead of typing them on my laptop 70% disagreed I am more involved at school when I use my laptop 56% agreed, 29% neutral I am more likely to revise/edit my work when I use my laptop 73% agreed I do more school work when I use my laptop 52% agreed, 31% neutral The quality of my work has improved since I got my laptop 47% agreed, 37% neutral Students are very positive about the use of laptops with many believing they had a very positive impact on how much they learned at school and influenced how well they could work with others at school. (Zucker & Hug, 2007)

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Now we know what students can do with their laptops and how these activities can influence their learning. But, this is only possible in a successfully implemented program. We will examine the factors that affect implementation in the next section. Factors Influencing Successful Implementation One of the major obstacles to the change in access to digital technology will be in changing the learning environment for students. It may not be immediately apparent to teachers how laptops can be used as learning tools. We need to acknowledge that change is hard and it may take time we also may not get it right first time! Adequate staffing and ongoing professional learning and support are very important factors and essential in changing teachers attitudes and practice. Teachers need to believe that technology can transform teaching and learning into a current, relevant and highly engaging experience for students. (Owen, Farsail, Knezek & Christensen, 2005) There are a number of factors that can influence teacher uptake of technology and its integration into teaching and learning. These factors fall into the following categories: teachers attitudes and beliefs; school leadership; classroom management strategies; and technical support. Central to a successful implementation is the provision of ongoing professional learning which will be explored in detail in the next section.

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Teachers Attitudes and Beliefs Teachers attitudes and beliefs are influenced by what they hear and how often. Teacher professional learning is a very important source of that information. A teachers pedagogical approach and subject -matter expertise can also influence uptake of technology. Teachers need to be aware of and convinced that laptops can enhance teaching and learning, feel confident and prepared and take an active role in professional learning which must be closely aligned to curriculum. Then, teachers are more likely to integrate technology into their teaching. (Penuel, 2006) Teachers are influenced by beliefs about student capabilities of using computers. Teachers who believe their students are capable of independent and collaborative tasks are more likely to allow students to choose topics to research and set extended tasks for laptops. However, teachers can modify their attitudes after seeing what students can do with multimedia tools and start to set more challenging, extended tasks. Teachers are concerned about unauthorised use of computers and use of computers in tasks not related to research and learning. A focus on policing students online behavior can distract from the content of the lesson and erode trust. Teachers also have legitimate concerns about the possibility of disengagement with students as much time is spent on computers for planning, programming, assessing and so on. A reduction in face-to-face interaction can negatively impact on students learning. Students can absorb

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vast amounts of information but the cost could be in a reduction of social engagement between peers. What is our role in providing support? How can we identify and meet teachers needs? Some educators are only convinced by quantitative data from rigorous studies to support the view that laptop programs contribute to student learning. Much of the evidence presented in articles and papers is based on surveys, observations and interviews with teachers and students. However, there are some studies that provide quantitative data based on test scores. Some of this data provides evidence of improvements in students content knowledge; some studies report no change or an initial decline in test results. Also, test scores gains (or losses) differed between subjects, year ranges as did laptop use. Many of the perceived benefits of laptop programs such as problemsolving, information literacy and multimedia skill improvement are not assessed by standardised tests. This is compounded by tests being conducted by pen-and-paper which cannot capture the perceived benefits on writing skills using laptops. Making generalisations based on this data would be very risky. Should NSWDET conduct a rigorous study of our one-to-one laptop implementation? It is important to recognise that factors at a school level that may impact on teachers beliefs and attitudes towards change. These might be: schools professional learning policy and practice opportunities to interact and work with colleagues

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 social and cultural context of the local community school profile, population and characteristics formal and informal learning opportunities for teachers expectations and priorities of school leaders. School Leadership Many educators believe that successful programs rely on effective school leadership. It is important to develop a school vision incorporating the school communitys expectations from a laptop program. The purpose of the provision of laptops should come from identified student needs and areas for academic improvement. Integration of technology should be aligned to curriculum in a meaningful way which takes time and often begins with increased use of laptops in teaching and learning. This can be built upon by encouraging teacher reflection and sharing ideas to improve student engagement and learning. Extensive professional learning opportunities are essential in building teacher capacity. And school leaders should continue to learn by visiting other schools, talking to other school leaders, going to conferences to learn more about how technology can be used to achieve schools goals. (Lile, 2008) The support by effective school leaders of new and ambitious programs such as one-to-one laptop initiatives is essential. Lessons learned from implementing one-to-one computing in the Maine Learning Technology Initiative include: Principals and others must model the use of the technology tools they expect teachers to use Teachers will carefully watch leaders to determine

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their willingness to participate in any planned changes and so. For example, communication to staff via email, presentations using the software at staff meetings. Leaders must be consistent in their support for the initiative. Clear and reasonable expectations of the program must be communicated so there is no confusion. There must be adequate professional development, time and resources to support an effective implementation. Support should be given to early adopters and risk takers allowing them to work together and to share their information and spread enthusiasm among other staff. All teachers who are working with students with laptops must have laptops. As well as classroom teachers, principals, teacher librarians, special education teachers and so on should receive laptops so they can fully support the program. Acceptable use guidelines and policies clearly indicating consequences for infractions must be developed in consultation with all interested parties. Student and teacher work is expected to be done and stored using technology. Parents and carers must be kept informed about the program. School leaders must be active and public supporters of the program clearly articulating how integrating technology provides educational benefits, showing students work as evidence and highlighting best practice. This can be done by school newsletter, website, presentations, reports and school visitors.

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These strategies can be broadened to empower others to take a role in moving the vision forward implementing the initiative in the classroom, collaborating with colleagues and talking to the community. (Toy, 2008) One of the most important study findings is that the school has worked hard to put in place the supports necessary to develop and sustain a successful 1:1 laptop program. The school had a compelling vision of how laptops can contribute to students and teachers work. Teachers are encouraged to be innovators and partners in the 1:1 program. The laptops themselves are part of a complex interconnected web of devices, networks, activities, and goals whose purpose is to support the school communit ys efforts to carry out its ambitious mission. Laptops do not stand alone. (Zucker & Hug, 2007) Classroom Management Strategies Laptops can provide disruptive and competitive distractions in class, requiring teachers with strong classroom management skills to reduce the occurrence and impact. Classroom management is an issue when students have control of what information they seek and when they search. Teachers need to hold students attention and guide them in the desired direction using the technology. Many teachers have valid concerns that students work on computers may be off task and not engaged in the activities designed by them. There is a long history of research that confirms teachers views that students have limited ability to engage in simultaneous tasks. When students are not engaged, they talk, write notes and look out the window. This is not new. However, students will be assisted to new heights

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(or depths) by laptops. This will be a struggle for teachers grappling with technology-rich classroom etiquette. Predictably, the research study conducted by Hembrooke and Gay, 2003 showed that students who were allowed to regulate their use of laptops during a lecture did not perform as well in memory tests as students who were told to close their laptops. However the study looked more deeply into laptop students browsing behavior and found a relationship between browsing efficiency and performance. Time and practice improves students browsing ability. Laptop students who performed poorly in the memory test had otherwise good grades when they normally multitasked during lectures to supplement their learning. (Grades are not normally determined by conventional tests of memory.) The type of test influenced the outcome. Other factors that influence the outcome include class structure, dynamics and measures of learning. What classroom management strategies would suit your curriculum context? Some classroom management strategies suggested by teachers include: Publish a set of rules relating to laptop use (as teachers would normally do in a laboratory, for example). Insist that laptops must run on batteries only to prevent tangled power cords. Students must put their screens down when doing non-computer tasks to focus their attention. Provide a syllabus for students to allow them to prepare for the next lesson. Circulate around the class to monitor students screens (as would usually be done for any other sort of activity).

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 Have a no other work in class policy so students arent catching up on work from other lessons in your class. When setting an activity with a complex set of steps, teachers can post instructions on class website and on the wall of the classroom, thus reducing time spent in repeatedly giving directions and procedural instructions. Technical Support Many teachers report frequent technical problems which hinder learning. Other influences include purchasing and maintaining computer hardware and software, reliability of wireless network and access to timely technical assistance. School-based technical support should handle technical issues. Also, some teachers and students are able to problem solve to handle routine technical issues. Teachers benefit from being provided with a laptop and low-cost broadband at home. There are sometimes high breakage rates of laptops particularly with students from low socioeconomic backgrounds. Laptop schools in California provide loaner laptops to address this issue. Specific support for teachers is examined in the next section. Support for Teachers Effectively using laptops as a learning tool is not easy. Teachers may need to revise lesson plans and think about teaching some concepts in a different way. There are, however, a number of teachers that do not find it difficult integrating computer-based activities into lessons.

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One cannot assume that our K-12 teachers have either the 21st century skills or the natural capacity to change their teaching methods simply upon demand. Only through professional development and with the support of the school leadership can these changes in the classroom occur. (Barrios, 2004) A Successful Implementation Will Take Time Teachers may be enthusiastic but we need to acknowledge that the initial implementation requires time and effort. Teachers should prepare for a long, slow program of learning as an interactive, accretive process where teachers accumulate practical skills for effective classroom teaching. Ongoing teacher training is critical. Teachers need time to adjust to new technologies, reorganise themselves, explore changes in classroom management as well as transform their pedagogy to suit a new learning environment thats more collaborative, student-centred and project-driven. Teachers commonly complain that there is not enough time on learning about technology integration. Teachers need time for experimentation, reflection on their practice, independent study and curriculum development. They need to learn techniques for keeping students on task and focused on learning. Teachers also need training in the implementation in their subject area(s). As teachers may be learning a new set of skills it is critical that they have a laptop. Intensive training of teachers prior to laptop implementation is critical. Teachers could begin by using the new technology in their personal

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lives focusing on practical skills, then transferring that learning to an educational context. Teachers need to be prepared and receptive to professional learning and support by being confident teachers highly skilled in classroom management, knowledgeable about their subject matter, flexible and open to new ideas. Teachers can prepare for one-to-one computing by: ensuring they have the technological skills hardware and software being practiced in strategies for managing a laptop classroom understanding how laptops can enhance existing curriculum predicting changing classroom conditions with differentiated learning where students may work more flexibly and may communicate with others outside the classroom imagining how laptops can transform teaching and learning. Teachers commonly start by adapting traditional teaching strategies rather than embracing student-centred, project-based learning environments. (Penuel, 2006) Often teachers progress through stages in integrating technology into teaching and learning resulting in teachers being at many different points. How can we identify teachers professional learning needs? Some teachers are: feeling uncomfortable and frustrated when using computers in the classroom

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 starting to use computers in classrooms though often in a traditional teacher-centered way exploring ways in which to cover curriculum and extend students thinking using technology exploring new ways to use technology as a teaching tool and creating new learning environments in their classrooms. We also need to take into account teachers who are technologically literate and dont use computers in their classroom, and th ose that are using student-centred strategies even if not with computers. Teachers may be very willing to adapt to one-to-one laptop classrooms; they may also have a high ICT skill level, but they still require a lot of support. Teachers need time and opportunities to learn about what teaching and assessment strategies, resources and classroom management strategies are effective in a one-to-one laptop environment. Important Features of a Professional Learning Model The key to success is more than the technology. A successful implementation must be approached from an instructional rather than technical position. Teachers must learn how to use new hardware and software to improve teaching and learning, rather than simply learning the basics. Training should be driven by the skills teachers need and what we want our teachers and students to do with this technology, not the technology itself. Integration of technology into teaching and learning is not guaranteed by the provision of technology tools. Targeted ongoing support for teachers is required.

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Valuable teacher professional learning has a focus on: transforming pedagogy to help teachers develop problem-based learning tasks of real-world significance which require student collaboration to find solutions or create products using digital technology integrating technology into teaching and learning in a subject-based context relevant to students lives exploring how technology can facilitate new learning activities and enhance existing strategies examining how computer-based learning affects how students process information and how they interact with others supporting teachers co-constructing knowledge with peers and students and working together to collaborate, share ideas, strategies and skills helping teacher find relevant resources (though this is not as important as other support) developing teachers ICT skills (probably least important). Teachers should be engaged in designing their professional

development ensuring that it meets their specific needs. Students should also be involved in the training enabling students and teachers roles to be interchanged when appropriate. For professional learning to be successful, it needs to be ongoing and include courses, defined goals and expectations, models and motivation for change (perhaps tied to regional and school leadership) and linked to schools curriculum goals.

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Ongoing, hands-on professional learning where teachers learn applications in the context of an actual project is very effective teachers also need a problem-based, authentic task of real-world significance to aid their learning. Teachers should be prepared to take risks as we expect our students to; teachers need to model this behavior but that isnt going to be easy. Openended student activities involving teachers as the facilitators of deep learning, exploring alongside their students, linking to real-world knowledge could be a starting point. Teachers are often observed acting as facilitators of learning and engaging students in substantive writing tasks using computers as a learning tool. So, they would benefit from professional learning targeting the use of laptops to support student-centred project work, collaborative learning and subject knowledge integration to extend their teaching strategies and enhance student learning. Teachers also need support in thinking about changing classroom assessment through the use of technology-rich authentic assessments integrated into learning activities. One-to-one laptop implementation requires a shift in the kind of teaching strategies that are successful in this context. Teachers need to find ways to incorporate new learning devices into the classroom practice for their teaching program to be successful. Modeling Effective Strategies Teachers become more confident in integrating laptops into lessons from hearing and seeing effective strategies in operation. A show -and-tell

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faculty approach sharing practice and sample lesson plans support teachers in using laptops to facilitate learning in their classrooms. State-wide integration strategies should be provided with examples of ICT integration. Video clips of showing, subject-area integration and project-based learning and teachers discussing their classroom management strategies are posted on http://www.irvingisd.net/one2one. Should we publish short video clips of lessons modelling practical strategies using a variety of technologies? teachers discussing challenges and successful strategies? lesson plans developed by curriculum experts? Professional Learning Communities Professional learning about educational technology and its integration into teaching and learning should focus on learning in context situated in authentic classroom practice. This approach involves teachers working with experts to become familiar with available technology and develop lessons integrating technologies appropriate to the learning outcomes. Ongoing peer support helps lesson planning and encourages teacher reflection. (Swan, Kratcoski, Mazzer and Schenker, 2005) Collegial groups are important they can find appropriate resources and develop lesson to align to syllabuses for teachers in their local area, sharing their knowledge as a collaborative working group. Teaching innovation thrives where teachers are experimenting technology-rich

environment.

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Is a Computer a Change Agent and a Tool? Frequent computer and internet use in teachers appears to be related to: Willingness to engage in subjects/topics in which they are not an expert and learn together with students Shift in instructional practices to more a student-centred and problem based learning environment with increased demand on higher-order thinking skills Organising a complex learning environment with different activities running in parallel Setting student projects to be undertaken over a period of time Giving students choice in their tasks and the materials they need to complete them Recognising the high-quality work students can produce when selfdirected Perhaps these teachers were already receptive to a constructivist-style of teaching? Computers can shape our thinking, assist our organisation and planning. But, can the computer as a tool influence the pedagogical approaches, curriculum planning and the nature of classroom activities? What model of professional learning could support teachers in your curriculum area?

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CHAPTER III ANALYSIS AND DISCUSSION

In this chapter analyses the collected information about Tamilnadu Government free laptop scheme in Government Arts college (Autonomous), Kumabakonam. The study period is academic year of 2012-13. TABLE 3.1 Class wise distribution of Respondents in Govt. Arts College (Autonomous), Kumabakonam

Class studied Arts Science Commerce Total

Respondents 100 75 75 250

Percentage 40 30 30 100

Table 3.1 provides information on class wise distribution of students (respondents) studied in different groups. Out of 250 respondents 40 percent and each 30 percent respondents are studies in arts and science and commerce groups. The table indicates that the number of laptop computer beneficiaries are arts students.

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TABLE 3.2 Sex wise Distribution of Respondents

Sex Male Female Total

Respondents 125 125 250

Percentage 50 50 100

Table 3.2 Gives sex wise distribution of respondent out of 250 each 50 percent of the respondents are equally distributed both male and female.

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TABLE 3.3 Caste wise Distribution of Respondents

Caste BC MBC SC ST Total

Respondents 75 70 95 10 250

Percentage 30 28 38 4 100

Table 3.3 Regarding caste wise distribution of respondent (3.3), Out of 250 respondents majority respondent are scheduled caste (38 percent) followed by backward community (30 percent) students. It finds that majority of beneficiaries respondent belongs to scheduled caste and backward caste community.

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TABLE 3.4 Age wise Classification of Respondents

Age 18 19 20 21 22 Total

Respondent 45 75 70 40 20 250

Percentage 18 30 28 16 8 100

Table 3.4 age wise classification of respondent (3.4) shows that 30, 28 and 18 percent of respondents. comes under 19,20 and 18 age category.

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TABLE 3.5 Type writing known by the Respondents

Type writing known by respondent Yes No Total

Respondent 55 195 250

Percentage 22 78 100

Table 3.5 gives type writing known by the respondent, in the study area. Out of 250 respondents only 22 percent of them known type writing. The rest of them had not known type writing.

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TABLE 3.6 Classification of English and Tamil Typewriting Known by Sample Respondents

Medium of type writing English Tamil Unknown Total

Respondent 50 5 195 250

percentage 20 2 78 100

From the table 3.6, only 20 percent and 2 percent of the respondents are known English and Tamil type writing.

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TABLE 3.7 Sale of the laptop computer by the Respondents

Sale (or) Not Yes No Total

Respondent 60 190 250

Percentage 24 76 100

Table 3.7 shows that sale of laptop computer under Tamilnadu Government free laptop scheme by the respondents. From the table it is clear than 24 percent out of 250 of the respondents are sold their laptop computer.

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TABLE 3.8 Classification of Computer Learning Program (CLP) attended by the Respondents

CLP Attended Yes No Total

Respondent 235 15 250

Percentage 94 6 100

From the table 3.8, out of 250 respondents 94 percent of the respondents are regularly attended the CLP classes. The rest of the respondents 6 percent are not regularly attended in the CLP classes.

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TABLE 3.9 Respondents views of Teacher used laptop computer in the CLP Classes

CLP Attended Yes No Total

Respondent 180 70 250

Percentage 72 28 100

Table 3.9 shows respondent views on teachers used laptop in the CLP classes. Out of 250 respondent 72 percent of them stated that teacher used laptop computer in the CLP classes during the teaching period.

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TABLE 3.10 Respondents Knowledge in the Study Area

Knowledge improve on computer Yes No Total

Respondent 188 62 250

Percentage 75 25 100

From the table 3.10, out of 250 respondents 75 percent of the respondents perception about can help to improve knowledge.

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TABLE 3.11 The Online Addition wise Classification of Sample Respondents

Online Addition Online Shopping Sports Download Music Download Cinema Video Games Twitter Total

Respondent 10 25 85 75 30 25 250

Percentage 4 10 34 30 12 10 100

Analysis the online addition of respondent in the study area. Regarding online addition, out of 250 respondents. 34 percent, 30 percent and 12 percent of the respondents, has used online for download music, download cinema and download video games. The rest of respondent are addicted on sports, twitter and online shopping.

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TABLE 3.12 Respondents Knowledge in the Study Area

Behavioral Intention Learn use computer easy Skillful at using computer easy Total

No. of Respondents 202 48 250

Percentage 81 19 100

The behavioral intention wise classification of sample respondent. Provides in table 3.12 Out of 250 respondents, 81 percent of the respondents reveals that the CLP classes help to learn use computer easy. Around 19 percent of the stated that CLP classes which help to improve skillful of using computer is easy.

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CHAPTER IV FINDINGS AND SUGGESTIONS The following finding of the study are 1. The study as found that most of the beneficiaries are Arts Students ( 40 percent out of 250) 2. It has found that majority caste and scheduled tribes (42 out of 250) Respondents. 3. Regarding age wise beneficiaries more than half of the Respondents come under 19 to 20 age category. 4. The study has also found that only 22 percent of the Respondents (22 percent out of 250) have known typewriting. 5. Regarding sale of the laptop computer by the Respondents close to onefourth of them (24 percent out of 250) sold their laptop computer. 6. It has found that around 6 percent Respondents are not attended the CLP classes regularly. 7. The study has found that close to one third of the Respondents stated the teacher are not used laptop computer during their teaching period. 8. The study has also found that one-fourth of the Respondents shared with (30 and 34 percent out of 250) online addition like download music and cinema. 9. It has found that four fifth of the (81 percent out of 250) Respondents the CLP classes will easy to learn computer. Suggestions The study suggest that the Government must ensure the beneficiaries not to sold the laptop computers. And also to take steps are students attend the CLP classes regularly.

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BIBLIOGRAPHY Educational authorities in the United Kingdom, New Zealand and united states have been introduce, improve laptop teachers Kerr, Mc Eune, Smith Harris (2004) Lowie and Jones 2005.

According to Falba, Grove, Anderson and Putney (2001, P.2) laptops are powerful instructional tools for student learning. This Statement is affirmed by Mouza (2006), in the Government allocated local education Authorities the purchase of Laptop (Cunningham, Kerr, Mc Eune, Smith & Harris 2003).

Furthermore since 2002 the New Zealand ministry of Education has provided secondary schools called Digital Horizon.

The findings of a study by Rutledge, Duran Miranda (2007) to evaluate the outcome of an equip students / teachers with laptop indicated intensity in the learning environment.

According to Albirini (2004) computer competence refers to educators beliefs about their computer knowledge and skills. Flowers and Algozzine (2000) computer competence to include basic computer operation and ethical issues. Furthermore Mooij and Smeets (2001) carried out a case study in 10 secondary schools in Holland.

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According to Dexter, Anderson and Ronnkvist (2002) technology support is the access to personal guidance and instructional technology.

Technology support is stated by Fulton, Glenn and Valdez (2003) as the support provided teaching needs.

The results of a study conducted by Samuel and Zaitun Abu Bakar (2006) and Positive welcoming Atmosphere in the school (Kariuki 2004).

Kersaint, Horton Stohi and Garofalo (2003) asserted that educators in learning process. Recent studies have shown in according to Teo, Lee and Char (2007).

According to Noraini Idris et al (2007) and Kersaint, Horton in apart from the Liaw (2002) capable technology.

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QUESTIONNAIRE A STUDY ON TAMILNADU FREE LAPTOP COMPUTERS SCHEME BENEFICIARIES IN GOVERNMENT ARTS COLLEGE, KUMBAKONAM 2012-2013
1. Name of the Student :

____________________________________ 2. Class Studied 1) Arts 3. Year 1) I 4. Sex 1) Male 2) Female 2) II 3) III 2) Science 3) Commerce

5. Community 1) OC 2) BC 3) MBC 4) SC 5) ST

6. Completed Age :

____________________________________

7. Are you attended the CLP classes regularly in yours college 1) Yes 2) No

8. Do you know the typing (a) 1) Yes 2) No (b) 1) English 2) Tamil

9. In which type of computer operations known ? 1) Word 4) Internet Access CD Read Write 2) Excel 5) E-mail 9) Taken Print 3) PowerPoint 6) Face book 7) Twitter8)

10) Download of songs

11) Downloads of back and theories related respective subjects 10. Whether the computes improve in yours academic performance 1) Yes 2) No

11. In the class room whether teacher using computer for teach the lesson? 1) Yes 2) No

12. Do you sale the computer in any other person 1) Yes 2) No

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13. Do you have internet Connection? 1) Yes 2) No

14. If online addiction are common on your computer? 1) Strongly Agree 4) Disagree 2) Agree 5) Strongly disagree 3) Neither agree

15. What are the most common online addiction 1) Online shopping 4) Download cinema 2) Sports 5) Video games 3) Download music 6) Twitter 7) AIM

16. Whether the teacher used PowerPoint display in the classroom 1) Yes 2) No

17. After attending the CLP classes, really in your computer knowledge improve or not 1) Improve 2) Not improve

18. In which of the subject teach by the lecturer 1) Yes 2) No

19. Perceived usefulness of computer 1) Using the computer gave me greater control over my studies 2) Using the computer improved my learning productivity 20. Perceived ease of use 1) Learning do use the computer is easy 2) Becoming skillful at using the computer is easy 21. Behavioural Intention 1) I would use the computer in the future to access my grades online 2) I would use the computer in the future to E-mail lecturers 22. Attitude 1) I like using the computer 2) The computer provides an attractive learning environment

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23. Do you agree of disagree with these statements? Put a check under the number that indicates. How you feel +2 = Strongly disagree 0 = No Opinion -2 = Strongly Disagree +2 1. The welfare of the individual is more important than the welfare of the group 2. Our destiny is in our own hands. 3. People should take care of themselves, solve their problems, and stand on their own two feet 4. If I could have a better life in another country, I would go and live there 5. Earning a lot of money is more important than having interesting job 6. The government should take care of the poor and homeless 7. Life is basically a competitive race for success 8. Money and material possessions are the best indicators of high social studies 9. People who work hard deserve 10. If I work hard, I am sure I can be a success and get what I want 24. Student Background? 1) Which type of student are you? 2) How old are you ? ___________________________ ___________________________ +1 0 -1 -2 +1 -1 = Agree = Disagree

25. A functional computer requires the same basic set of ______________ irrespective of the brand or model. 1) Hardware, System Software and Application Software 2) Hardware, Software and Bioware 3) Hardware, Software and Firmware 4) BIOS, Onboard Diagnostics and Firmware

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