Abstract:
This paper discusses the usage of ICT and related technologies in educational activities among students in the Faculties of Humanities and Social Sciences in Sri Lankan universities. It proposes how to use blended learning1 modes to enhance the quality of learning of educational activities. Further, this study discusses the skills required for the 21st century. The Student to computer ratio, other relevant facilities including connectivity, availability and usage of related devices, are the factors that influence the success of technology use in education (Fernando, 2011). According to Wermer, Korte and others, (2006) internet, ICT embedded curricular, attitude and skills of administrators, teachers and students, selection of suitable software, financial constraints, policies, research and development are relevant here.
The Mobile phone is used by 70% of the population and the majority of them are in the 16-35 age group. Nearly two million (which forms 14% of the population) use internet in Sri Lanka. Among them 46% access internet using their mobile phones, 10% exclusively and 36% through a combination of modes including mobile devices. 42% are on social networking sites such as Facebook with 78% in the age group of 18 to 34, the majority being university students (Chamara, 2011). Among the students who sat the GCE (A/L), 6.5% or 22,110 students (UGC, 2012) were admitted to the national university system. Of the university intake 17.64% students are admitted to Faculties of Humanities and Social Sciences (or Arts) in Sri Lanka (UGC, 2012). According to the findings of a survey conducted by Hawagamage and Ishaka (2011) 69% of students admitted to the Sri Lankan university system have ICT proficiency (considering the results of e-test performance score more than 40%) in the areas of Fundamentals and Working with a computer, Word Processing, Spreadsheet, Presentation, Internet and Web Browsing with statistics of a maximum mark of 85.2%, average 54.3% and standard deviation reported as 15.9. There are however several barriers existing in the implementation of ICT in education (Khslid, 2009): Teacher level barriers (e.g. lack of confidence, lack of teacher competence, resistance to change and negative confidence) and university level barriers (e.g. lack of time, lack of effective training, lack of resource accessibilities, lack of technical support).
