Abstract
The study assessed students' perceptions of their technology-supported learning environments in teacher education classrooms in NAAC Accredited Colleges of Education in Jammu. The study is quantitative in nature and consisted of a sample of 150 students taken from two NAAC accredited colleges of education. The study utilizes the Technology Rich Outcome Focused Learning Environment Inventory (Aldridge and Fraser, 2003) modified by Gupta (2007). The results of the study reported that the modified TROFLEI was a reliable and valid instrument for assessing the learning environments in a technology-supported teacher education classroom. The assessment of the nature of the psycho-social learning environments revealed that students have a high mean score on all the scales of the TROFLEI and there are significant differences in the actual and preferred learning environments. Results showed that students usually want more teacher support, more cooperation and equity, more involvement and task orientation and more technology teaching than what they perceive is at present in a technology-supported learning environment. With regards to attitude towards technology, the students generally exhibited a positive attitude towards technology. Significant associations were also reported between the students' perceptions of their technology-supported learning environments and their attitudes toward technology. No significant gender differences were observed in the technologysupported learning environments.
Highlights
Technology has played a major role in improving the modern education system at various levels of teaching learning process whether it be school, college or university
A discriminant validity index was used as evidence that shows that each Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) scale measures a separate dimension that is distinct from the other scales in this questionnaire
The reliability scale estimates for the different scales of the TROFLEI using the individual student as the unit of analysis ranged from 0.73 for the Involvement scale to 0.88 for the Technology Teaching scale in the Actual Form of TROFLEI and from 0.83 for the Task Orientation scale to 0.88 for the Student Cohesiveness scale in the Preferred Form
Summary
Technology has played a major role in improving the modern education system at various levels of teaching learning process whether it be school, college or university. Has the use of educational technology increased to make the process of teaching and learning in classroom more effective, learner centered and result oriented but it has given an impetus to the teachers to use it as a tool to bridge the gap between traditional learning and modern educational requirements for the overall development of the learner. They help management and make their work easy and faster. With the advancement in technology and development of curriculum using Information and communication technology (ICT) rich material the teacher has more flexibility and autonomy to teach at his own pace and time in a highly interactive environment. (Gupta, 2007)
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