Teachers’ Perception about Learning with Information and Communication Technologies: Usage & Challenges

We are living in an era of technology where everything demands knowledge, understanding, and handling of digital technology. Technology has renewed all spheres of social and professional lives and in this regard teaching and communication are not exceptional. Effective use of technology for real Communication is widely followed in teaching and teachers need to know the use of ICTs in classrooms for delivering lessons to inculcate sound knowledge and understanding of concepts. It is found that despite the significant impacts of ICTs on teaching and learning teachers are reluctant to use technical aids in the classroom. They report various issues that hamper them to use technology in their day-to-day teaching practices; moreover, a majority of teaching professionals are not convinced that they can make their teaching more and more effective by using technology. The paper aims to find out the CHALLENGES THE teachers face to use ICTs in classrooms and perceptions of teachers about the same. A qualitative research method was used to carry out the study. A well-designed questionnaire comprising of open-ended questions was served to randomly selected serving teachers from government schools of District Khairpur. The responses of the participants were analyzed to identify the challenges faced by the teachers while using ICT during the teaching and learning process. The collected data was analyzed and it was found out that teachers find it difficult to use technology in classrooms because they are not provided appropriate computers, technical support, and professional training to learn to use technology. It was also identified that because of time constraints teachers are unable to use ICTs in their teaching practices. Further, it was explored that teachers believe that teachers have limited perceptions about technology as they hold the view that technology just wastage their time. Based on findings, it was concluded that the integration of ICT tools is highly effective as it makes students more creative, productive, and hard-working as compared to traditionally managed classrooms. Schools administrations should provide not only the technology but also technical assistance to the teachers. Schools administrations need to help teachers to know the importance of ICTs and to use it for a meaningful purpose to improve the standard of education.

Male Volleyball Players’ Self-Esteem in the Context of Volleyball Competition

The goal of this study was to evaluate the competition anxiety and self-esteem among male volleyball players. Cross sectional study design, followed by qualitative investigation, was used in the current study. The participants in this study were 20 male volleyball players from the urban areas of the Province of Sindh Public Boys College. Both volleyball players at college and provincial level participated in the volleyball game. The player was between 16 and 20 years of age. Two questionnaires were used in the current study: (1) the Sports Performance Anxiety Test was used to consider performance anxiety and (2) the self-esteem of Rosenberg was used to describe self-esteem and (3) the focus group discussion. The results of the current study showed fluctuation in self-esteem level and anxiety level among players of different age groups regarding participation in volleyball competition. In Focus group discussion, regarding low self-esteem and higher competition anxiety, participants are of the view that low self-esteem and increase in anxiety undoubtedly have a greater negative effect on the team's psychology. Negative attitudes towards oneself, people's evaluation or opinion, fear of failure, risk of competitive climate, fear of adversary, low level of efforts, nervousness, negative feedback, rejection, criticism, nervousness, coach, team mates and high expectations of the audience are the factors that can contribute to low self-esteem and high anxiety. The study proposed some recommendations for future researchers.

Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

Factors Influencing Continuous Professional Development of Teacher at University Level

This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development

Application of Reader Response in Literary Pedagogy: A Case Study of English Literature Classroom at a Public Sector University, Pakistan

The current study aims to analyze the application of reader response theory in literature classrooms. It focuses on the potential reader response teachers at a public sector university, Pakistan and their questioning practices in classrooms based on Probst’s (1994) suggested model. Probst (1994) has given five model generic questions for reader response teachers. For this purpose a sample of three teachers of English Literature has been picked up through non probability purposive sampling method. Data is collected through recorded systematic class observation where focus was on the questions asked by the teachers. Substantial amount of literature related to reader response theory and its application in classroom is also discussed which supports the findings of this research. Through observation of teachers’ classes and analysis of data, researchers advocate the use of reader response teaching methods in literature classrooms at university level. The Study further concludes that the types of questions, teachers ask impact hugely the understanding of students. Data indicates that a classroom can only be reader response when students are given space, freedom and are encouraged to discuss and give answers of open ended questions. Study also suggests, teachers’ training and academic excellence also affect the degree to which a class can be reader response. So, it is necessary that teachers should be aware of reader response methods and the ways of its application in the classroom

An Investigation of the Teaching Techniques, Assessment Strategies and Students’ Attitude towards Reading English and their Impact on Learners’ Performance in Pakistan

Effective teaching learning of English has got a prominent position in all the educational plans and policies of Pakistan. To ensure the effectiveness of English, efforts have been taken to enhance the teaching learning strategies, assessment techniques and reading attitude of students. Considering the importance of English, a survey, regarding the teaching techniques, assessment strategies and learners’ reading attitude and their impact on learners’ performance, has been conducted. The sample, comprising 535 students and 26 teachers, from target population delimited to Hyderabad, had been selected using random stratified technique of sampling. The findings clarified that earners’ reading attitude, assessment strategies and teaching techniques (independent variables) were strongly correlated to the performance of learners. However, the poor performance of students in English raised a question on assessment strategies, teaching techniques and learners’ attitude. The teachers and students mutually believed that conservative and unproductive teaching and assessment techniques employed by higher secondary school teachers failed to attract and motivate the students in order to enhance their performance. Even the teachers having vast teaching experience were incapable to use modern techniques and AV aids in their classroom teaching and assessment. They were incapable to develop and employ the modern standardized assessment tests. Rather than to focus on learners’ skill development, teachers focused on memorization and rote learning. Consequently, students’ interest toward classroom learning process did not flourish. Their attitude towards learning English was dismal. The research paper is rounded off with suggestions at the end.

Prospects and Challenges of Bilingual Education in the Light of Pakistan’s Language Policy

This research study explores prospects and challenges of bilingual education in the light of language policy of Pakistan. It directs the scholars and policymakers to revisit the notion of language and norms of traditional bilingual education. However, the researcher brings in light that translanguaging as a particular model facilitates for understanding dynamic multilingualism to promote social justice to languages and their speakers. The implementation of this model is viable in both theory and practice. The issue of monoglossic model of bilingual education in Pakistan is yet to be dealt with. Moreover, the researcher employed qualitative empirical method and used secondary data from previous studies to investigate the problem. Additionally, the findings reveal that the subtractive language policy, linguistic hegemony, politicians’ monolingual politics are challenges to the dynamic bilingual education. On the other hand, multilingual reality and its practice, speakers’ multilingual repertoire, transcultural interaction of students are important prospects of dynamic bilingual education policy in Pakistan. The study also highlights the research gap in Pakistani bilingual classrooms from the latest approach of translanguaging and dynamic model of bilingualism which can direct a multilingual language policy of Pakistan.

Acquisition of Teaching Skills During Teacher Training Programs (B.Ed & M.Ed) and Actual Classroom Practices: A comparative study

The purpose of the study was to examine the discrepancies between the skills acquired and the skills used in the classrooms. 937 head teachers were the population of this study, selected for the primary and Secondary schools of Sindh Provincial. 187 head teachers of Sindh were randomly selected. Five-point Likert Scale was used to get the answers from Heads of school about their teachers in their schools. Descriptive statistics was used to analyse the data. According to the mean score, most of the teachers have no planning. The mean score also shows that appropriate teaching methods are not being used by teachers and have no command over the related subject. In addition, teachers do not have the skills to evaluate students’ performance. The conclusion is that skills which teachers acquired in teacher training program B.Ed & M.Ed don’t use in classrooms. Teachers must be assessed by the authorities whether they are using those skills or not? Whether these skills are required in the actual classroom or not?

Our Generation at Risk: Tale of Disintegrated Families’ Children in Areas of Pakistan- A Review

Constitutional Protection has been given to marriages and families throughout the world, to give healthy milieu for nurturing and fostering positive attitude among children. Unfortunately, lack of patience, an absence of compromise, prevalent greed and other such reasons has increased matrimony challenges throughout the world and has shown a rise in divorce rates. The purpose of this paper is to find out consequences faced by children of disintegrated families in Pakistan and to suggest remedies to overcome these concerns among children. Conclusions are made on the basis of narrative literature review to highlight consequences and solutions. Increase in divorce rate is also getting common in Pakistan and has brought poor development in children’s growth, adding negative factors in children’s personalities. The results are worse if domestic violence and continuous conflicts amongst parents take place. Such children develop psychopathological disorders which continue throughout their lives. Matrimony challenges have influenced dropout rate throughout the world including Pakistan and have resulted in the decline in literacy rate in a new generation. Moreover, in the case of parental separation, kids have additional freedom to indulge in social networking sites, leading to the attainment of undesirable characters in their personalities, which later surges into acts of delinquency and crime. In order to overcome such weaknesses developed in children due to lack of parental attention, some remedial strategies such as adults’ supervision, counseling session, strong policies, financial assistance, government support etc are suggested in later part of this research.