Exploring Attitude and Challenges of ICT in Education Among Student-Teachers

The study focused on the attitudes of student teachers in primary schools toward ICT in the hilly districts of Manipur, considering crucial issues such as gender disparities and resource constraints. We selected 250 student-teachers from five District Institutes of Education and Training (DIET) centres using a descriptive survey method. We used a standard structured questionnaire with a three-point Likert scale, which gauged perceptions in the domains of ICT for instruction, student-cantered learning, communication, and information skills. The analysis revealed a low degree of inhomogeneity in the respondents' beliefs about the benefits of ICT for teaching and learning, with notable differences between males and females. Beliefs about ICT, although perceived as beneficial by female as well as male student-teachers, differed by gender; the attitudes revealed by male student-teachers were more positive. The study revealed that inadequate training and limited technical assistance significantly contributed to negative attitudes, particularly among female respondents. The report suggests enhancing the ICT infrastructure, advocating for inclusive and gender-sensitive training initiatives, and cultivating a positive perception of the advantages of ICT in educational settings. It is essential to ensure fair access to ICT and foster a positive mindset among student-teachers. This study provides policymakers with strategies to effectively integrate ICT into teacher education, a crucial aspect in resource-poor and geographically isolated regions such as Manipur's hill districts. The aim is to improve educational outcomes and expand opportunities for all aspiring teacher educators.