UNIVERSIYT OF MORATUWA 
SRI LANKA 
STUDY ON USE OF INFORMATION AND 
COMMUNICATION TECHNOLOGIES (ICTS) IN 
TEACHING AND LEARNING PROCESS AT 
TECHNICAL COLLEGES 
MASTER OF SCIENCE DEGREE IN OPERATIONAL R E S E A R C H 
DEPARTMENT OF MATHEMATICS 
FACULTY OF ENGINEERING 
H.R.W.P.GUNATHILAKE 
NOVEMBER 2004 
University of Moratuwa 
84144 
84144 
SI 04. 
STUDY ON USE OF INFORMATION AND 
COMMUNICATION TECHNOLOGIES (ICTS) IN 
TEACHING AND LEARNING PROCESS AT 
TECHNICAL COLLEGES 
DISSERTATION 
SUBMITTED BY 
H.R.W.P.GUNATHILAKE 
SUPERVISED BY 
PROF.G.T.F.DE SILVA 
AND 
DR. M.INDRALINGAM 
FOR THE PARTIAL FULFILLMENT O F 
THE REQUIREMENT FOR THE A W A R D O F 
M A S T E R O F SCIENCE D E G R E E IN OPERATIONAL R E S E A R C H 
DEPARTMENT OF MATHEMATICS 
FACULTY OF ENGINEERING 
UNIVERSIYT OF MORATUWA 
SRI LANKA 
NOVEMBER 2004 
TO 
MY PARENTS 
TEACHERS 
AND 
LECTURERS 
DECLARATION 
I certify that this dissertation does not incorporate 
any material previously submitted for any degree or diploma 
in any university and to the best of my knowledge and 
belief it does not contain any material previously 
published or written or orally communicated by another 
person except where due reference made in this text. 
To the best of our knowledge above particulars are correct. 
H.R.W.P.Gunathilake 
Prof. G.T F De Silva 
Supervisor 
Department of Mathematics 
Faculty of Engineering 
University of Moratuwa 
Sri Lanka 
Dr. M.Indralingam 
Supervisor 
Department of Mathematics 
Faculty of Engineering 
University of Moratuwa 
Sri Lanka 
iv 
ACKNOWLEDGEMENT 
It gives me a great pleasure in placing a record on my 
sincere thanks a n d gratitude to those who have directly or 
indirectly involved and contributed at any stage of this 
dissertation project. This would not be successful without 
their invaluable and erudite suggestions. 
I express my heartfelt gratitude to my supervisors 
Prof. G.T.F.De Silva and Dr.M Indralingam for their expert 
guidance, suggestions and encouragement to conduct this 
research in a constructive manner. I am indebted to them 
for their valuable commitments and advice. 
I extend my grateful appreciation to all the lecturers 
who taught during this course of study for fostering the 
necessary theoretical background, encouragement, guidance 
and co-operation received. 
Further I convey thank to the Director General of 
Department of Technical Education and Training Mr. J 
Weerasinghe and the Director ( Research and Development) 
Mr. K.R.G. Gunasinghe for their support in obtaining the 
necessary data for this research. 
The questionnaire used in this study and the 
interviewing required approximately around 4 5 minutes. This 
research would not have been possible if not for the 
willing support extended to me b y the Principals, Vice 
Principals, HODs and the responded academic staff members 
of the technical colleges. Their co-operation and 
allocating time for the questionnaire survey is highly 
appreciated. 
I extend my sincere gratitude to all the non academic 
staff members of the Department of Mathematics for the 
excellent co-operation and all endeavors received. 
Last but not least I express my heartfelt gratitude to 
my parents and friends for the understanding, encouragement 
and assistance extended to me in completing my research 
study. 
CONTENTS 
Chapter 
Number Descr ip t ion 
Page 
Number 
Chapter 01 Introduct ion 1-13 
1.1 
1.2 
1.3 
1.4 
1.5 
1.6 
1. 7 
Background 
Problem Identification 
Objectives of the Study 
Methodology 
Limitations 
Anticipated Results 
Future Directions for Further 
Research 
Organization of the Study 
Chapter 02 L i t e r a t u r e Survey 
2 
5 
7 
8 
9 
11 
11 
12 
14-57 
2.1 Introduction 15 
2.2 Information, Information 15 
Technology (IT) and Information 
and Communication Technology 
(ICT) 
2.3 Purposes of using ICT in 16 
Technical Education 
2.4 Technology and Learning 16 
2.5 Integrating ICT in Technical 19 
Education 
2.5.1 ICT as a Tool for Students' 20 
Learning 
2.5.2 Widely Used ICT Capabilities as a 21 
Tool in Students' Learning 
2.6 Use of Interactive Video in 26 
Technical Education and Training 
2.6.1 Delivering Individualized 27 
Instruction 
2.6.2 Types of Video Technology 28 
2.6.3 Five Phases of Interactive Video 29 
Design 
2.6.4 Producing Interactive Video 30 
Materials 
2.6.5 Using Interactive Video in 31 
Instruction 
vi 
2
-
6
-
6
 Case Study: Machine Lathe 3 2 
Operation 
2 7 31 Instructional Application of 
Computer Games 
2 - 8
 Using ICT to Assess Students' 3 6 
Learning 
2.8.1 Different Functions of Assessment 36 
2.8.2 Computer Aided Assessment 38 
2.8.3 Objective Tests for Computer 41 
Assisted Assessment (CAA) 
2.9 Computer Based Training (CBT) 43 
2.9.1 Computer Assisted Learning (CAL) 44 
2.9.2 Computer Managed Learning (CML) 53 
2.10 Summary 57 
Chapter 03 Development and Present 58-66 
s i t u a t i o n of Technical 
Education 
3.1 Introduction 59 
3.2 Historical Background 59 
3.3 Technical Education at Present 62 
3.4 Links with Local and Foreign 64 
Institutions 
3.4.1 Local Institutions 64 
3.4.2 Foreign Institutions 64 
3.5 Steps That Have Taken by the 65 
Department to Train Academic 
Staff on ICT Usage 
3.6 Present Situation of ICT Usage at 66 
Technical Colleges 
3.7 Summary 66 
Chapter 04 Methodology 67-79 
4.1 Introduction 68 
4.2 Literature Survey 68 
4.3 Questionnaire Design 69 
4.4 Factors Considered in 70 
Questionnaire Design 
4.5 Sample Selection, Data Collection 74 
and Limitations of the 
Questionnaire Survey 
4.6 Techniques Used to Analyze Data 78 
vii 
4.6.1 Qualitative Methods 78 
4.6.2 Quantitative Methods 79 
4.7 Summary 7 9 
Chapter 05 Presentat ion of Data and 80-122 
A n a l y s i s of Resul t s 
5.1 Introduction 81 
5.2 Types of Teaching Materials 81 
Provided for Students 
5.3 Methods Used for Preparing 84 
Teaching Materials 
5.4 References Made for Preparing 85 
Teaching Materials 
5.5 Methods Used for Delivering 87 
Lectures 
5.6 Methods used for Students 89 
Evaluation 
Methods Used for Preparing 90 
5.7 Examination Papers 
5.8 Methods Used for Marking Answer 92 
Scripts 
5.9 Methods Used to Release 93 
Exam/Assignment Results 
5.10 Methods used to submit the 95 
Assignments by students 
5.11 Methods Used by Students to Do 96 
Their Project/Assignment 
Presentations 
5.12 References Recommended by the 97 
Lecturers 
5.13 Methods Used by the Students to 98 
Find Information about the Course 
(Syllabuses, Assignment Titles, 
Exam Dates etc.) 
5.14 What do the Students Refer when 99 
Writing Assignments? 
5.15 Methods Used by Students to 100 
Prepare Assignments 
5.16 How Do The Students Discuss 100 
Problems with Lecturers? 
5.17 Level of Lecturers'/Instructors' 102 
Skills in Using ICT 
5.18 Incentives to Use and Integrate 103 
ICT in Teaching and Learning 
viii 
y 
5.19 Changes in Teaching as a Result 105 
of Integrating ICT 
5.20 Changes in Students' Learning as 106 
a Result of Integrating ICT 
5.21 Attitudes on Integrating ICT for 107 
Teaching and Learning 
5.22 Important Sources for Acquiring 109 
Computer Skills 
5.23 Important Sources of Support in 111 
Using ICT 
5.24 Important Sources of Information 112 
for Keeping Abreast with 
Innovations in ICT 
5.25 Suggested Improvements and Their 113 
Advantages in Using ICT 
5.26 Difficulties to Integrate ICT 115 
5.27 Respondents' General Information 118 
5.28 Respondents' Willingness to 121 
Obtain Training on Using ICT 
5.29 Summary 122 
Chapter 06 Discuss ion of Findings and 123-130 
Conclusions 
6.1 Introduction 124 
6.2 Discussion of Findings 124 
6.3 Conclusions 128 
6.4 Summary 130 
Chapter 07 Suggest ions to Overcome the 131-139 
Major D i f f i c u l t i e s in Using 
ICT a t Technical C o l l e g e s 
7.1 Introduction 132 
7.2 Shortage of modern teaching and 133 
learning resources to use ICT in 
teaching & learning 
7.3 Inadequacy of 138 
lecturers'/instructors' 
competency in ICT usage in 
teaching & learning 
7.4 Summary 139 
Chapter 08 Future Trends in Technical 140-155 
Education through ICT 
8.1 Introduction " 141 
8.2 Use of E-Learning 142 
8.2.1 Distinct Learning Advantages of 144 
E-Learning 
8.2.2 Advantages of E-Learning for 145 
Technical Education in Sri Lanka 
8.3 Use of Virtual Reality 146 
8.3.1 Educational Benefits of Using 147 
Virtual Reality 
8.3.2 Applications of Virtual Reality 148 
for Technical Education 
8 . 4 Use of Special Software 149 
8.4.1 Special Software Used for Civil 150 
Engineering Subject Stream 
8 . 4.2 Special Software Used for , 151 
Mechanical Engineering Subject 
Stream 
8 . 4.3 Special Software Used for 152 
Electrical/Electronic Engineering 
Subject Stream 
8 . 4 . 4 Special Software Used for 153 
Business Studies Subject Stream 
8 . 4.5 Special Software Tools, which can 154 
be used in Teaching and Learning 
in any subject stream 
8.5 Summary 155 
Chapter 09 Recommendations and 156-159 
D i r e c t i o n s f o r Future 
Research 
9.1 Introduction 157 
9.2 Recommendations 157 
9.3 Directions for Future Research 158 
x 
Appendix 160-177 
Appendix 01 References 161-166 
Appendix 02 Locat ion of Technical 167 
C o l l e g e s 
Appendix 03 Quest ionnaire 168-174 
Appendix 04 Subjec t Components of 175-177 
Courses Se lected f o r the 
Quest ionnaire Survey 
> 
xi 
y 
F i g u r e 
N u m b e r 
Figure 1 . 1 
Figure 2.1 
Figure 2.2 
Figure 2.3 
Figure.2.4 
Figure 4.1 
Figure 5.1 
Figure 5.2 
Figure 5.3 
Figure 5.4 
Figure 5.5 
Figure 5.6 
Figure 5.7 
Figure 5.8 
Figure 5.9 
Figure 5.10 
Figure 5.11 
Figure 5.12 
Figure 5.13 
Figure 5.14 
LIST OF FIGURES 
P a g e D e s c r i p t i o n „ . N u m b e r 
Research Methodology 1 0 
Uses of Computers in Education 19 
Uses of computer Games in Educational 35 
Setting 
Use of Technology in Assessments 38 
A General Model of Computer Managed 56 
Learning 
Cause and Effect Diagram (Fish Bone 79 
Diagram) 
Numbers of Responses for Types of 81 
Teaching Materials Provided 
Percentage of Responses I for Types of 82 
Teaching Materials Provided 
Numbers of Responses for Methods Used 84 
for Preparing Teaching Materials 
Percentages of Responses for Methods 84 
Used for Preparing Teaching Materials 
Percentages of Responses for 86 
References Made in Preparing Teaching 
Materials 
Numbers of Responses for Methods Used 87 
for Delivering Lectures 
Percentages of Responses for Methods 88 
Used for Delivering Lectures 
Responses for Subjects Evaluation 89 
Methods 
Percentages of Responses for Subjects 90 
Evaluation Methods 
Number of Responses for Methods Used 90 
to Prepare Examination Papers 
Percentages of Responses for Methods 91 
Used to Prepare Examination Papers 
Methods Used for Marking Answer 92 
Scripts 
Categorized Responses for Methods 92 
Used for Marking Answer! Scripts 
Number of Responses for Methods Used 93 
to Release Exam/Assignment Results 
xii 
y 
Figure 5.15 
Figure 5.16 
Figure 5.17 
Figure 5.18 
Figure 5.19 
Figure 5.20 
Figure 5.21 
Figure 5.22 
Figure 5.23 
Figure 5.24 
Figure 5.25 
Figure 5.2 6 
Figure 5.27 
Figure 5.28 
Figure 5.29 
Figure 5.30 
Figure 5.31 
Figure 5.32 
Figure 5.33 
Figure 5.34 
Percentage of Responses for Methods 94 
Used to Release Exam/Assignment 
Results 
Responses for Methods Used by 96 
Students to Do Their 
Project/Assignment Presentations 
Responses for References Recommended 97 
by the Lecturers 
Methods Used by the Students to Find 98 
Information about the Course 
References Made by Students 99 
How Do the Students Discuss the 101 
Problems with Lecturers? 
Level of Lecturers'/Instructors' 102 
Skills in Using ICT 
(a) Incentives to Use and Integrate 104 
ICT in Teaching and Learning 
(b) Incentive to Use and Integrate 105 
ICT in Teaching and Learning 
(a) Attitudes on Integrating ICT for 108 
Teaching and Learning 
(b) Attitudes on Integrating ICT for 109 
Teaching and Learning 
Important sources for Acquiring 110 
Computer Skills 
Important Sources of Support in Using 111 
ICT 
(a) Important Sources of Information 112 
for Keeping Abreast with Innovations 
in ICT 
(b) Important Sources of Information 113 
for Keeping Abreast with Innovations 
in ICT 
Cause and Effect Diagram for Barriers 116 
in Integrating ICT 
Numbers of Respondents from Technical 118 
Colleges 
Respondents' Educational Background 120 
Willingness to Obtain Training on 121 
Using ICT 
Types of Training Respondents Like to 122 
Get 
xi i i 
Y 
T a b l e 
N u m b e r 
Table 1.1 
Table 2.2 
Table 4.1 
Table 4.2 
Table 4 . 3 
Table 5.1 
Table 5.2 
Table 5.3 
Table 5.4 
Table 5.5 
Table 7.1 
Table 8.1 
Table 8.2 
Table 8.3 
Table 8.4 
LIST OF TABLES 
D e s c r i p t i o n 
ISTE's New Learning Environments 
Different Kinds o f Assessment That can 
be Used with Computers 
Selected Technical Colleges for the 
Questionnaire Survey 
Summary of the Questionnaire 
Distribution 
Format Used in MS Excel to Enter the 
Data for Analysis 
Responses for Types of References 
Responses for Methods Used to Submit 
Assignments 
Methods Used by Students to Prepare 
Assignments 
Suggested Improvements and Their 
Advantages in Using ICT 
Quantitative Analysis of Responses for 
Barriers in Integrating ICT 
List of Items and the Cost Analysis 
Special Software Used for Civil 
Engineering Subject Stream 
Special Software Used for Mechanical 
Engineering Subject Stream 
Special Software Used for 
Electrical/Electronic Engineering 
Subject Stream 
Special Software Used for Business 
Studies Subject Stream 
xiv 
V 
ABBREVIATIONS 
OHP Over Head Projector 
MCQ Multiple Choice Questions 
CAD Computer Aided Drafting 
A/L Advanced Level 
A Agree 
ADB Asian Development Bank 
CPSC Colombo Plan Staff College for Technical Co­
operation 
CD - ROMS Compact Discs Read Only Memory 
CAA Computer Assisted Assessment 
CAL Computer Assisted Learning 
CAI Computer Assisted Training 
CAT Computer Assisted Training 
CBI Computer Based Instructions 
CBL Computer Based Learning 
CBT Computer Based Training 
CMI Computer Managed Instructions 
CML Computer Managed Learning 
CMT Computer Managed Training 
CAI Computer Assisted Instruction 
CAV Constant Angular Velocity 
DA Disagree 
ICT Information and Communication Technology 
IT Information Technology 
ISD Institute for Studies in Education 
ISD Instructional Systems Design 
ILS Integrated Learning Systems 
ISTE International Society of Technology in 
Education's 
JICA Japan International Co-operation Agency 
LA Little Agree 
NCAT National Certificate in Accounting Technicians 
NCCA National Certificate in Computer Applications 
NCDA National Certificate in Draughtsmanship 
Apprenticeship 
NCIT National Certificate in Industrial Technicians 
OMR Optical Mark Reader 
SA Strongly Agree 
SD Strongly Disagree 
WWW World Wide Web 
xv 
r 
ABSTRACT 
Technical education system produces technical manpower 
of different competency profiles. The pass outs mainly work 
in industrial, business and training institutions. Some 
students become entrepreneurs by setting up their own 
enterprise. The courses offered by the technical colleges 
need to be market driven. The teaching and learning process 
is the core function of the technical colleges. In the 
modern world that changes rapidly with the evolution of new 
technologies, the ways of training should be modernized 
with the emerging trends of ICT. So this study aims to 
ascertain the u s e of ICT for the teaching and learning 
process at technical colleges. 
The objectives of this study are: 
• To study the present level of using ICT for teaching and 
learning process at technical colleges. 
• Identify the activities of the teaching learning and 
process that ICT can be used and the ways in which ICT 
can be incorporated into these activities. 
• To identify the advantages of using ICT over the existing 
methods used for the teaching and learning process. 
• To identify the difficulties in using ICT for teaching 
and learning process at technical colleges and to propose 
suitable solutions to overcome these difficulties. 
The study was carried out mainly through questionnaire 
survey and interviews to achieve the above objectives. It 
provided the opportunity to identify the present status of 
using ICT for the teaching and learning process. It also 
helped to identify the future trends in technical education 
through ICT. 
The major two problems identified are the lack of 
resources and the lack of competence of academic staff 
members in using ICT for the teaching and learning process. 
The two suggestions forwarded are to initiate instructional 
resource centers and to introduce pedagogical license on 
ICT usage to encourage the academic staff on using ICT for 
teaching and learning. 
xvi 
The major future trends ICT usages are on interactive 
technical education programs on Internet and World Wide 
Web. The need for using new technologies in technical 
education with the potential of ICT such as web based 
learning and e-learning are identified as the ways of 
providing the technical education to a larger target group 
than present traditional methods. 
Finally this study provided the opportunity to come up 
with recommendations which will be useful for enhancing the 
teaching and learning process by integrating ICT. This 
study aimed at only one function of technical colleges; its 
leaching and learning process. Therefore further studies 
should be carried out on the ways of using ICT for other 
functions at technical colleges such as administrative, 
quality assurance, career guidance and student counseling, 
social marketing, curriculum development, student 
evaluation etc. It will be much helpful to provide market 
driven technical education for the youngsters of our nation 
to meet the challenges in the twenty first century. 
xvii