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Abstract

Computers offer exciting approaches to teaching that were not even dreamed of twenty years ago, but the extent to which the educational potential of computer technology will be realized, remains to be seen. Use of computers can revolutionize teaching and learning and could bring advances that would improve education dramatically. Ordinary students would make massive gains and bright students could meet greater challenges. Wherever illiteracy is a problem, it would be eliminated and handicapped students would have vast new vistas opened to them.

Teacher attitudes toward computer technology may be a significant factor in the use of computers in education. Computer literate individuals will reap greater benefits than their counterparts who lack that knowledge. To promote computer literacy of both teachers and students, the government is investing considerably. To evaluate the impact of these investments and thereby help ensure that the intended results are achieved, Information and Communication Technology (ICT) literacy of students and teachers should be measured periodically. The Department of Census and Statistics and the Ministry of Education conducted a census on Computer Literacy of Academic Staff of Government Schools, Approved Private Schools and Pirivenas to find out the computer literacy levels of teachers and ICT related facilities and hardware available in schools. This census was conducted on 2nd November 2006.

Geographic coverage

National Coverage - Government Schools

Analysis unit

School Teacher

Universe

All Government Schools All Approved Private Schools All Pirivenas

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

Two census Schedules were used to collect data in this study. The first - Census Schedule 1 - was a structured questionnaire to get the information on the teacher's own perceptions on their competencies in ICT. The ICT literacy of teachers was not measured by actually testing it by administering a test by the teachers' own perceptions of their competencies. A brief description of the information collected by using Census Schedule 1 is given below.

Part A : School Information
Part B : Demographic Characteristics
Part C : Knowledge on Computers
Part D : Use of Application Software
Part E : Use of Computers
Part F : Use of Internet
Part G : Use E-Mail
Part H : Knowledge on Hardware
Part  I : Use of Computers for Teaching

The second schedule was used to get the information on the ICT related facilities available in schools and summary of three questions of the first schedule. These questions are number of teachers in the school who are aware about the computers and those who are computer literate and those who can read and understand documents written in English language.

Cleaning operations

Data editing and coding done by the Census and Statistic Department staff.

Verification of the data is done by the Education Ministry Staff.