PEDAGOGY THROUGH ICT: FINDINGS ON CREATIVITY OF TECHNOLOGICAL STUDENTS AND PERSEPECTIVE TEACHERS OF HARYANA

Education may be the largest part of triumphant foundation to emerge from the industrial age. Twentieth century nations have thrived for the reason that they identified and employed effective strategies for education and employment of the general population. The world is changing. Technology makes us smarter. In today‟s pedagogy, technology is not only a tool, but also a resource for accessing information. Day after day, new ways have been used to amalgamate technology into learning process. This paper deals with the imperative effect on creativity with pedagogy through information and communication technology tools. Survey method of research has been used in this work, for which the computations have been performed through chi-square test in statistical package for social sciences (SPSS).The results shows the imperative effect of use of information and communication technology tools to enhance creativity of the students.

Education, the act or process of acquiring and imparting knowledge, is critical to the development of a learner with a view to their participation in the transformation of the world for a better tomorrow. Learning and understanding are basic to the definition of education.
Educational technology is not a simple combination of technology in education and technology of education. It is a more than the sum of their interpretations as shown in figure 1.1:  It induces scientific, economic, technological, information and multicultural literacy and global awareness  It promotes inventive thinking  It develops effective communication which leads to teaming collaboration and interpersonal skills. Moreover, it includes personal, social and civic responsibility  It leads to high productivity which given the ability to plan and manage results  It gives a sense of using real-world tools with effective, relevant, and high quality results  It seeks to reinforce the attack on literacy  It improves the quality of teaching, makes learning more effective in order to achieve the teaching objectives  It breaks the barriers of time, cost and space  It gives the speedy results  It deals with large number of population comfortably  It helps in preservation, transmission and developmental of human knowledge  It avails the resources at door step  It provides feedback for the modification of learner and much more Early developments referred to the role of technology in education which signifies the use of audio-visual equipment, that is, hardware in educational processes. The use of technology in education results in increasing the effectiveness of the educational process.

IV.CREATIVITY
Creativity can be developed through education. It is possible in any activity that engages intelligence. Information and communication technology (ICT) and digital technologies have enormous potential for enhancing creativity by providing tools, processes and audiences of all ages and abilities and across the curriculum. Creativity is one of the most complicated concepts in psychology. Definitions of creativity differ, but they have in common their emphasis on people"s ability to produce products that are not only high but also novel.
Boden M.A. (2001) believes creativity is the ability to come up with new ideas that are surprising yet intelligible, and also valuable in some way. Five characteristics of creativity were expressed by , includes imagination, a fashioning process, pursuing purpose, being original and judging value.
Resnick M. (2007) said " Success in the futurefor individuals, for communities, for companies, for nation as a whole-will be based not on what we know or how much we know, but on our ability to think and act creatively" . Cordes et.al (2000), argue that instead of being creative and using information and communication technologies (ICT) to enhance learning opportunities in the classroom, it has been common to see students involved with mindless and passive interactions.

HARDWARE + SOFTWARE
"Creativity and imagination are prerequisites for innovative thinking, which will never be obsolete in the workplace. Yet a heavy diet of readymade computer images and programmed toys appears to stunt imaginative thinking. Teachers report that children in our electronic society are becoming alarmingly deficient in generating their own images and ideas".
Encouraging a creative society, Robinson K. (2006), suggested changing the traditional educational system. "Our education system has mined our minds in the way that we have strip minded the earth for a particular commodity and for the future it would not service. We need to rethink the fundamental principles on which we are educating our children".

V. TYPES OF CREATIVITY
Creativity can be classified into three classes:  Chance creativity: -The type of creative art or act that happens by pure luck and can rarely be duplicated.
 Spontaneous creativity: -Spontaneous creativity means bringing something new into being from a feeling of spontaneity which is designed to meet an immediate purpose.
 Conservable Creativity: -Conservable creativity refers to the process "where the things created does not necessarily meet an immediate purpose". There is very little, if any feedback is present in this type of creativity. It comes through generations to generation.

VII.OBJECTIVES OF THE STUDY
This research study was conducted upon perspective teachers and students of technical education to find out the comparative impact of use of information and communication technology (ICT) on their creativity. To analyze the comparative effect of information and communication technology (ICT) on creativity questionnaire technique was adopted as the data collection instrument. In order to fulfill the requirements of the study, the main objective is split up into the following sub-objectives: 1. To study the creativity of perspective teachers and students of technical education.

VIII.DATA COLLECTION
The current research work deals with the analysis of creativity of perspective teachers and students of technical education.
The present work deals with the various education colleges and engineering institutions of Haryana state.  Table 2 shows the samples collected for the analysis of creativity from various institutions observed under uncontrolled group.

IX. GROUP FORMATION
On the basis of marks obtain in the creativity and achievement ability analysis questionnaire the students were categorized into their ability level according to the following criterion: High achievers : Marks above 70% Medium achievers : Marks between 50% to 70% Low achievers : Marks below 50%

X.ANALYSIS OF CREATIVITY
The                 shows the results of Chi square analysis analyzed through statistical package for the social sciences (SPSS) 16.0.