LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 1 January 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Uses of Educational Technology in “Pakistan Studies” Subject at the Secondary Level

Muhammad Ramzan Ph.D., Farhat Bibi, M.A.
Shahena Kousar, M.A., and Aijaz Ahmed Gujjar, Ph.D. Candidate

Abstract

This study deals with use of educational technologies in Pakistan studies, use of educational technology in teaching and learning, which gaining popularity rapidly among educators, teachers and students. Educational technology is not a new concept. It is well established teaching strategy in certain parts of the world, but in some it is newly introduced. This study is conducted by using qualitative research method and case study approach is used for in-depth study. The focus of the study is teaching techniques adopted in Pakistan Studies teaching in a private English medium school in Gilgit Baltistan. The sample of the study is two. Pakistan study teaches teaching in above social context.

In this study in-depth interview and observations were used as key data collection tools. The study was conducted from 1st January to 1st May. The finding of the study reveals that some common educational technologies were available in their school but they are not using these frequently because they have to cover a large syllabus before final examination.

The study has wider implication for Pakistan Studies teachers. It will help them to improve their teaching skills. It will provide basic live information for further research. The study recommends that educational technology should be integrated in Pakistan Studies. It is also important that the teachers should have a sound understanding of the concept of educational technology.

Introduction

In general, the subject of Social Studies which is named Pakistan Studies in grades 9 and 10 in Pakistan is considered a dry subject. For decades, Social Study has been rated as one of the least liked subjects in the curriculum. Shaughyshy and Halydayana (1985) state that it is the subject students love to hate because it is often taught only through textbook that do not invite feedback, participation and students reaction. Teachers stress drill and memorization. According to Tomi (2003), in Pakistan, Social Studies (Pakistan Studies) teaching has been focused on memorizing, repeating and reproducing the same in the exams. Teaching is done in the traditional way, overall less time is devoted for developing skills and attitudes and more time is on rote memorization of factual knowledge. Therefore, students consider it as a boring subject and they do not take interest in its learning. It has been observed that teachers do not engage students in meaningful activities. Students are not provided with the opportunities to use their real life experience, to develop an interest and understanding about Pakistan Studies. These situations create gaps in students’ learning, and concepts remain unclear.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammad Ramzan, Ph.D.
Associate Professor
Chairman, Department of Education
Karakoram International University, Gilgit, Pakistan
Dr.ramzan@kiu.edu.pk

Farhat Bibi, M.A.
Ex student of M.A., Department of Education
Karakoram International University, Gilgit, Pakistan

Shahena Kousar, M.A.
Ex student of M.A., Department of Education
Karakoram International University, Gilgit, Pakistan

Aijaz Ahmed Gujjar, Ph.D. Candidate
Lecturer, Federal College of Education
H-9, Islamabad, Pakistan
Seek_to_learn@yahoo.com
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