A

RESEARCH REPORT

ON

Analysis of Trends in ICT in Education

(ET Abstracts and Researches on ICTs in Education)

Principal Investigator

Dr. Indu Kumar

Coinvestigators

Prof. Amarandra Behera

Dr. Angel Rathnabai

Research Support

Dr. Prachi Sharma

Ms. Ritam Dubey

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 Introduction

Overview

Information and Communication Technologies (ICTs) are defined as all devices, tools, content,
resources, forums and services, digital and those that can be converted into or delivered through
digital forums, which can be deployed for realizing the goals of teaching learning, enhancing
access to and reach of resources, building of capacities, as well as management of the
educational system.

These will not only include hardware devices connected to computers and software applications,
but also interactive digital content, internet and other satellite communication devices, radio and
television and telecommunication services, web based content repositories, interactive forums,
learning management systems, and management information systems.

Area of Information and Communication Technology is ever evolving and hence, the scope of
the services produced extends to almost all of the aspects of development from Education and
Employment to adopting reforms in Governance. The dynamic nature of ICT demands
adaptability and the need for the same is notable in the field of Education. As an effective
medium to impart education in the spectrum of educational settings from conventional classroom
setting to open or correspondence learning, ICT stands relevant in bringing together the
processes for digitization, development, deployment and management of content, platforms and
processes for capacity development and creation of forums for interaction and exchange.

Inception of Information and Communication Technology roots from the conceptual ground of
Educational Technology (ET), which is defined as the efficient organization of any learning
system adapting or adopting methods, processes and products to serve identified educational
goals. ET is involved with systemic identification of the goals of education, recognition of the
diversity of learners’ needs, the contexts in which learning will take place, and the range of
provisions needed for each of these. The mentioned has been since done through two routes,
where one involved making substantial qualitative developments by introducing flexible systems
and low-cost teaching-learning materials to name a few of such efforts. The other route involved
introducing government sponsored schemes including partnerships with global players whose
objectives covers establishing infrastructure and support system relating to ET needs of the
institutions. Various efforts have been taken by the government and voluntary sectors to mobilize
the potential of ET like accomplished by Maharashtra Knowledge Corporation Limited,
Computer-Aided Instruction in Kerala, Head Start Programme in Madhya Pradesh and Mahiti
Sindhu Programme in Karnataka and many more such initiatives which will discussed in the later
parts of the report.

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Historical Background

ICT takes media and multi-centric participation to generate content of the curriculum and also
provides immense reach for this content to be disseminated. With the responsibility to support
and revolutionize one of the largest schooling systems, ICT holds potential to successfully
leverage technology to make education become more feasible. However, the scope of ICT in
educational sector is traced back with the inception of scheme for ET in 1972 during the IV plan
where full assistance for procurement of radio cum cassette players and colour TVs was given to
6 State Institutes of Educational Technology (SIET). Computer Literacy and Studies in Schools
(CLASS) project was adopted in 1984-85 where BBC Micro-computers were introduced
followed by a Centrally Sponsored Scheme during 1993-98 (8th Plan) that provided financial
grants for the project to educational institutions and also to cover new Government and
Government aided secondary and higher secondary schools.

In order to make the software accessible beyond the higher secondary schools The National Task
Force on Information Technology and Software Development (IT Task Force), constituted by the
Prime Minister in July, 1998 made specific recommendations on introduction of IT in the
education sector including schools for making computers accessible through the Vidyarthi
Computer Scheme, Shikshak Computer Scheme and School Computer Schemes. It was also
recommended that that 1 to 3% of the total budget was to be spent on provision of computers to
all educational Institutions upto Secondary and Higher Secondary level during the next five years
and SMART Schools were recommended on a pilot basis in each State for demonstration
purposes. National Policy on Education formulated in the year of 1986 emphasizing on ET to be
used for disseminating essential information and for training of teachers and enhancing the
quality of education.

ICT @Schools was launched in December, 2004 and it underwent revision (2010) to include
secondary stage students to learn through computer aided learning process and under this
scheme, every year best teachers are selected from all over the country to be felicitated for their
extraordinary efforts to enhance learning experience by the effective use ICT. The launch of
these schemes intended to cover students from spectrum of socio-economic background with
their relative geographical barriers. ICT has gained recognition in the National Curriculum
Framework (NCF) 2005 followed by the National Policy on Information and Communication
Technology (ICT) in School Education revised in 2012 which provided guidelines to assist the
States in optimizing the use of ICT in school education within a national policy framework. In
the year of 2013, The National Repository of Open Educational Resources (NROER) was
launched in order to collate digital resources across all the stages of school and teacher
education. Multilingual content is available for open access with the option to connect through
events and forum based interactions.

Government of India in July, 2015 launched Digital India campaign which envisioned for the
creation of ICT Infrastructure in the country along with E-Governance, Digital Literacy of

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citizens and on demand services. On 7th November 2015, Hon’ble Human Resource Minister
inaugurated Web portal and Mobile App of e-Pathshala during the National Conference on ICT
in School Education. This revolutionary initiative made available all the print and non-print
content including textbooks on the website or mobile app and introduced e-PG- Pathshala (PG
Course in Education) containing series of lectures for culture, Physics and Chemistry and
Mathematics laboratory experiments' and much more. Central Institute of Educational
Technology along with being one of the important party to mobilize the above-mentioned
initiatives at various levels launched a platform supporting Massive Open Online Courses
(SWAYAM MOOCs) in the year of 2016 comprising of both long and short term courses
available for public access and Institutional Capacity Building Initiatives like SWAYAM
PRABHA airing 24x7 educational programs.

Efforts to Mobilize Educational Technology

Educational Technology after its inception held the potential to consider teaching-learning
process in a holistic manner as it formulated its approach on systems approach and corrective
feedback, technology extending beyond the hardware of audio-visual aids. Various groups have
extended to extract this potential and apply the same in making education more feasible and
accessible to the population.

Training in-service teachers’: Using Multi-Media Approach (SITE)

The Centre for Educational Technology (CET), NCERT in 1975–76 launched the training with
the objective to exhibit and allowing space to teachers practice “Science by Doing” as an
example of an effective method for teaching science. This was initiated with the aim to address
the problem of lack of familiarity about the subject in primary schoolteachers (about 1.6 lakhs)
who were responsible to teach Class III. The Science Department of NCERT had launched the
summer courses organized earlier which due to various reasons couldn’t reach such a vast
number of teachers quickly.

Availability of Technology such as the ATS-6 communication satellite made it possible to beam
television broadcasts to backward areas. The communication of 22-minutes telecast programme
in about 2,400 villages in backward areas in six states was not enough to bring about an
attitudinal change, hence the training programme consisted of multi-media in the form of textual
materials, activities radio programmes, and radio-vision programmes. The programme was
provided a facilitator (a high-school science teacher who had received orientation in the multi-
media package) to encourage interactive sessions among the trainees. The materials were
designed in multiple languages where the Evaluation teams from CET sampled the attitudes and
knowledge of teachers prior to the beginning of the course. Evaluations were summative of
nature and the remarks received served as feedback for the second course. The second course
comprised of 13 days where two groups and two teacher-facilitators worked in 1,200 television
villages. Before the satellite footprint was drawn back from India, nearly 48,000 teachers were

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trained in one year and were considered to have been successful in reaching its objectives. A
follow-up study done six months later of the retention of attitudes and practices, and it was found
that a large number of teachers were teaching “Science by Doing”. The places facing
administrative failure faced hindrances in the application of principles taught in the programme
than the teachers’ unwillingness.

Avehi Abacus Project

Shanta Gandhi conceived the idea of Abacus in 1952 while working in the village of Nikora and
had been engaged in early education and Bal Bhavan work for a long time. In 1981, Avehi was
launched as an audio-visual research centre and within the span of ten years it started Abacus
programme in Mumbai and develop learning materials in 180 schools in the two wards of the
Mumbai Municipal Corporation. The materials relates to the curriculum of Classes V and VI
available in eight languages and the programme reaches out to 100 schools in the districts of
Chandrapur and Yavatmal in Maharashtra. The materials prepared encompassed themes about:

 Myself, my body, and our needs. Being aware of how one is different yet connected
through the virtue of sharing common needs. Gaining the deep insight of the structure of
the society, how earth is the one to fulfill our needs and animate and non-animate lives
together binds us.
 Roles of social institutions including family, the state, class and caste in our lives,
relevance and the influence of the same and whether to accept, challenge or reject these
institutions.
 How to react to change which is inevitable? Learning about being proactive to change
that is good and oppose the unwelcome changes.
 What one wants in their lives? What factors and specific goals I will be encouraged to
achieve? Thinking about factors that would impact my future and of the ones around me.
The project combines the available resources with SUPW (Socially Useful Productive Work)
time to focus on the above-mentioned themes during one-hour sessions which begins with 10
minutes of introduction of a novel idea through flip chart or a story. Further activities involves
engaging students in debates, group activity and/or worksheets with the motive to enhance the
quality of working together, peace and respecting each other and all living things.

Gram Mangal Project, Maharashtra

The project is operational in the adivasi belt of Maharashtra that borders on Gujarat. The Gram
Mangal Project was established in 1982 by Anutai Wagh and Ramesh Panse. The area lacked
basic life sustaining commodities like drinking water and electricity let alone having a school.
The two social activists realized the only solution to improve the conditions was to transform the
Talukas into self-reliant communities by adopting several development programs. After gaining
a foundation of establishing basic amenities in the community, they started to focus more on the
educational programme. Gram Mangal maintains a library of education materials where the

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curriculum is tailored around the child and related to the adivasi child’s environment with
exposure to Warli language followed later by Marathi. Linking development and education
together, Gram Mangal’s education efforts are focused on vikaswadis, training teachers and
establishing healthcare and research programmes. Their reach has covered nine villages now.

The Pastapur Effort

Initiated by Deccan Development Society (DDS) who envisioned of bringing together villages in
the Medak district of Andhra Pradesh to form a body of local governance, and amalgamate them
to advocate for women, the poor and dalits in the region. Two decade-old organization based in
Hyderabad works with women’s Sanghams and over the years have evolved their objectives
from addressing the sustenance needs to issues related to food security, education and health
needs of the region. This has resulted into gaining women a leadership position in the region
which provided them with a new-found sense of dignity and maintain autonomy over the food
production and management of the natural resources and media.

The motive of self-reliance is notable in the initiative to provide media the autonomy to focus on
the region relevant issues. Women of DDS have utilized this accomplishment to conduct a
dialogue within sanghams by producing multimedia videos addressing issues like production of
BT Cotton seeds which had a huge impact around the world and is making a statement about
current time’s media policies. The group has worked with international organizations in
Bnagladesh, Pakistan, Sri Lanka and Peru. DDS also operates an alternative school Paccheshale
and sanghams 40 balwadis. Their take on education and development emphasizes on how power
and autonomy can broaden the potential of the underrepresented part of the community.

The Hole in the Wall

The immense potential of mixing play with work was realized by Dr. Sugata Mitra of NIIT. Dr.
Mitra installed computers into the walls with a touch pad and found that the children in slum
areas self-taught themselves several computer operations within a span of few weeks. The
program was monitored in such a way that children would share information with each other in
lieu of increasing their friendship circle compared to unhealthy competition over ownership of
physical things that would conventionally occur in these situations. The self-instruction is built in
a way of making “discoveries” which when reaching a level of expertise is directed to make new
discoveries in a different application of computer systems, hence continuing the spiral of
learning. It was observed that with the span of six months, the children have learnt almost all the
mouse operations, opening and closing of programs along with internet surfing and downloading
games, music and video. The initiative received much attention from different government and
the project is operating in multiple states including Delhi, Madhya Pradesh and Maharashtra.
Minimal Invasive Education (MIE) as called by its founder, Hole in the Wall project has
undergone several modifications to protect the computers from dust, erratic power supply, threat
of adults taking over the experiment to name a few. Working together with the NIIT engineers,

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they monitor the computers installed through internet and an estimate of 40,000 children uses
these computers. This revolutionary idea of spreading computer literacy among the younger
generation has known its effectiveness in its learning methodology which is now borrowed by
several countries including South Africa and Egypt.

Maharashtra Knowledge Corporation Limited (MKCL)

Government of Maharashtra in January 2000 appointed the Professor Ram Takwale to offer
recommendations regarding the universalisation and integration of IT in all the organizations
dedicated to higher and technical education in the state. On 25 April 2000, the committee
submitted its report to the government where it was recommended the creation of a special-
purpose agency now named as the Maharashtra Knowledge Corporation Limited (MKCL). After
the formation of the agency, government appointed a Special Working Group to implement the
recommendations of the committee.
The MS-CIT (Maharashtra State Certification in Information Technology) is an initiative from
the part of The Higher and Technical Education Department (HTED) and MKCL where training
is provided to about 425 different educational institutions, i.e. in ITIs; arts, science, commerce,
law, and B.Ed. colleges; engineering colleges and polytechnics, etc. MKCL has collaborated
with SNDT Women’s University, Mumbai to developing multimedia materials about teaching of
English in schools.
With the aim to develop into a world-class, globally competitive, flexible, and value- based
educational system that is responsive to the individual, institutional, and social development
needs of the people of Maharashtra and India, the corporation is integrating IT education and IT-
enabled education into basic teaching and master world-class resources through IT.

Teach to the Future Programme by Intel Corporation

The Intel Corporation has initiated a programme of computer-aided instruction in coordination
with 12 state governments, the Kendriya Vidyalaya Sanghatan, and the Navodaya Vidyalaya
Samiti. With the aim to increase the professional efficacy of teachers and instructors in being
able to use technology in support of project-based learning and to encourage active inquiry and
higher-order thinking extensive training with supporting resources like Internet, Multimedia and
assessment tools aligned with the local board curriculum framework were provided.
The program reached out to More than 4,00,000 teachers since its inception in February 2000 in
India. Apart from this direct initiative Intel has also started a National Science Fair aimed at
infusing the discovery among school children and increasing their interest in science and
Mathematics. Fair permits students to explore their scientific aptitude to everyday issues and a
suitable platform to exhibit their scientific talent and gain recognition for their work.
Intel’s collaboration with the state governments of various states has led to further amalgamating
their initiatives, where Intel selects two projects from each state for the national fair every year.
This opens an opportunity to government school students to compete at the national and
international levels. Intel India has also collaborated with educational and social institutions like

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introducing a Technology Training Centre at Bharatiya Vidya Bhavan, Hyderabad to provide
job-oriented training to students and unemployed youth and many such more.
The Azim Premji Foundation: Initiative from the Corporate Sector
A variety of private sector–government partnerships have been tried along with the government
initiatives and The Azim Premji Foundation’s initiative is one of those remarkable efforts.
10,000 elementary schools in India were provided access to computers and this achievement
also witnessed serious drawbacks regarding language and content appropriateness issues. The
Foundation worked on creating animated content on CDs to meet this requirement where the
child was kept the main player in the story. The modules hence prepared were available in
multiple languages including English and Hindi and the diversity of subjects ranges from
Science and Mathematics to co-curricular topics (like fan, telephone, and television) to expose
the child to the urban environment. Forty minutes modules can be used as a teaching aid and
teachers would duly receive the training programme on computer-aided learning.
As of January 2005, 69 titles for children in Classes I–VIII have been developed in partnership
with state governments.

IT @School Project: Computer-Aided Instruction in Kerala

The IT @ School Project was initiated in Kerala to aid the learning of Class VIII students in
2003. The project in the duration of two years have reached out to 2,735 schools and have
provided 25,700 computer systems also including Classes IX and X students in its purview.
The curriculum designed in support of the systems divides the allotted four hours per week time
into two hours of theory classes and two hours to be spent on practical assignments. The
assessment of knowledge is done through online examinations where the students are charged
the minimal amount of Rs. 25 per month for the program and in the case of SC/ST students the
state reimburses the amount. The project if funded through various sources, including the
development funds of MPs and MLAs. So far, about Rs. 18 crores have been spent.

Microsoft’s Project Shiksha

Project Shiksha was introduced to accelerate computer literacy in India by providing a
comprehensive programme that encompasses software solutions, along with providing extensive
training for teachers and students. Microsoft composed a world- class IT curriculum and
provided avenues for scholarships, for both teachers and students. Teachers were exposed to an
IT literacy curriculum with the key objective to promote them to include IT interventions in their
methodology of dissemination of knowledge in the classrooms. Covering over 80,000 school
teachers and 3.5 million students across government schools where the launch happened in
Dehradun, Uttaranchal and in the training hubs of the Navodaya Vidyalaya Samiti (NVS). The
project has MoUs with the states of Maharashtra, Madhya Pradesh, Andhra Pradesh, Karnataka
and West Bengal. Microsoft Corporation India is also running a programme for the teachers of
the Municipal Corporation of Delhi (MCD) and the Army Public Schools through Project
Shiksha.

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Bhandup Municipal School Project, Mumbai

Founder of the project, Dr. Kusum Kamat based the objective of the project to provide
multilevel, multi-graded, cooperative and fun education to children belonging to marginalized
classes. The objective was planned to be accomplished by transforming teachers into
educational technologists able to evaluate the need of the students and tailor the pedagogy
accordingly suiting the pace of the student. After testing this on two municipal schools having
2000 children from Classes I-IV in the Bhandup slum area the result made her realize the pivotal
role of the teachers in this process. It would be remiss not to mention problems from the side of
students and their families relating to parental illiteracy, poverty and teachers facing issues with
large classes, lack of refresher course for the teachers and irregular attendance from students as
well absenteeism of parents in the process of education were found to be compounding
restricting factors for effective delivery of the pedagogy. Hence, Teachers were provided with
teacher-training programme in order to facilitate them to identify with the curriculum keeping in
mind every student’s personality relating to their methodology of dissemination, therefore
increasing their overall efficacy. Preparation of support faculties like diagnostic tests to plan
remedial measures, coming up with the situations that would help students showcase their
talents, feel confident and actively participate in the learning process. Teachers were also held
responsible to improve rapport with student’s parents, actively search for methods to increase
attendance and increase interest of the community and parent in participating in their children’s
learning process. The application of these holistic measures by the teachers paid fruits in making
the curriculum more engaging as children learned better. The success of the pilot testing led to
the extension of the project to 18 more schools with 165 teachers and 8,500 students. Teachers
were provided training in which they were exposed to various technologies, seminar and visited
by experts to provide curriculum related demonstrations. Although some resistance to change
was found in teachers at the end of first year and in order to overcome the same the textual
materials were converted to multimedia package to promote independent reach to teachers from
the organizations in charge of the elementary education. Te package is now widely used in
District Primary Education Program in Maharashtra along with districts where education officers
are inclined to help bringing change in the educational system.

Connecting Indian Villages with the World through Internet

The TeNet group of IIT Madras along with n-logue communications pvt. ltd., Chennai has a
commitment to provide Internet connectivity in the villages of India, and use that facility to drive
education, health, and livelihood in the connected villages. The project uses indigenously
developed corDECT wireless technology to provide connectivity to a village where a local
entrepreneur in each village is aided to set up a low-cost Internet kiosk. and provide services in
these villages. The setup usually winds up with wireless connectivity, computer, printer, power
back-up, camera, and local language software and inclusive of maintenance charges of kiosk the
total amount adds upto Rs. 50,000.

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Today n-logue has over 2,000 kiosks in about 30 districts in different states where notably one of
the main services provided by the kiosk is educational. Courses relevant to computer training and
career utility courses on “how to make a bio-data” and “how to take good photographs” are
learnt through the help of these kiosks. A major area of emphasis has been coaching children to
pass the SSLC examinations through mock tests (which are graded) and online live video
lectures (with interactivity), especially in subjects like English, science, and Mathematics.

The projects undertaken by the government, non-governmental and private sector organizations
to mobilize educational technology has presented an encouraging picture although it is notable
that the focus is skewed towards computers and the literacy about hardware part of the
technology. The need for the broadening of perspective towards including the computers,
software and internet into transforming the pedagogy as whole have yet to be seen. The balance
of teachings aids and efforts from the teachers and designers of the curriculum has to be
maintained to relate to the needs of the spectrum of students coming to institutions from different
levels of the society.
Information and Communication Technology (ICT) has become, within a very short time, one of
the basic building blocks of modern society. Many countries now regard understanding of ICT
and mastering the basic skills as part of the core of education, alongside reading, writing and
numeracy. The recent efforts of the Government of India (GOI) seek to deepen the use of ICT in
almost every sphere of life. The Digital India Campaign (2015) strives to transform India into a
digitally empowered society and knowledge economy by focusing on the three vision areas
Digital Infrastructure as Core Utility to Every Citizen, e-Governance and Services on Demand
and Digital literacy and empowerment of citizens. The three cardinal principle of the draft New
National Education Policy (2016) viz., access, equity and quality could be served well by
harnessing the huge potential of ICT. Any-time and any-where mode of delivering quality
education using ICT is one such implication of technology in education. The Govt. of India
undertakes various activities to widen educational opportunities promote equity and improve
quality of educational processes at all level.

NME-ICT under RUSA and ICT@Schools Scheme-2004 under RMSA, CAL under SSA

A Project titled “Development of National Digital Library of India, towards building a National
Asset” has been sanctioned to IIT, Kharagpur under NMEICT. The objective is to provide access
to the knowledge repository in terms of books, e-learning material, encyclopedia, journals,
monographs, reviews, research work, articles, Acts and other knowledge material etc. for the
benefit of learners/professionals/scholars and other interested people especially located at as also
to overcome the constraints of time and also finances. Till November, 2016, there are 19.75 lakh
e-contents in the Library. The contents cover almost all major domains of education and all
major levels of learners from school level to the highest level of education including lifelong
learners. 106 institutions have contributed e-contents to the Library and users from 465
institutions have been registered in the Library.

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The alpha version is now publicly available for registered students, faculty, researcher, officials,
etc. The facility has been extended to 3.32 lakh students across all the Centrally Funded
Institutions and some other State Funded institutions. Till now contents of 48 languages,
including Indian as well as non-Indian languages, have been included in the Library.

Digital India (2015) -Skill, Scale and Speed

Rapid Assessment System (RAS) provides an online mechanism for getting feedback from
citizens on e-services provided by Governments across the country. Also, it facilitates analyzing
the feedbacks and generating knowledge out of it, which in turn, helps in improving the users/
citizens’ experience in availing public services. RAS has integrated 27 States and Union
Territories among which 169 departments are availing the benefits of this integrated service. 911
total services have been integrated including Cess pool booking, Water and Electricity bill
payments to Marriage Registration and Certificate correction.

e-BASTA is a framework, implemented as a portal, brings together three categories of

stakeholders: the publisher, the school and the student. It provides them with the following
primary functionalities: 1. Students identifying bastas of interest and downloading 2.
School/Teachers Browse content, pick what suits, organize into bastes 3. Publishers upload &
manage content in the portal and, 4. The eBasta App, downloadable from the portal, runs on any
Android smart device. The latest statictics reflect that 2,781 eContents have been organized in
115 e-Bastas. Among the 3,614 e-Basta Downloads, 53,226 e-content has been downloaded by
the users.

The target of UDAAN initiative was to reach out to 40,000 youth in J&K over a period of 5
years. It was observed that youth from J&K were unable to find employment in many companies
as either they were unaware of the opportunity in the companies or the companies were unaware
of the talent pool that existed in J&K. The principal focus of the Udaan programme is to create
an ecosystem that would bridge this gap.

The mission of DAISY Forum of India (DFI) is to eradicate the “Book famine” for persons with
print disabilities. According to surveys conducted world-wide, less than 1% of the published
information is available in alternate and accessible formats for use by persons with print
disabilities. The lack of books and reading material has negative impact on the education,
employment prospects and personality development of persons with blindness, low vision,
learning and certain physical disabilities. DFI has also succeeded in increasing production of
DAISY books by manifold. In the year 2012 alone, more than 2500 titles were added in the
combined catalogue of DFI. This is a result of the efforts of the Capacity Building Committee
led by Mr. Prashant Ranjan Verma, which has conducted series of DAISY production trainings
and Training of Trainers, who in turn are training many more in DAISY production centers.

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The options available in the SARANSH portal comprises of Self-review, Performance
monitoring, Take Decisions, Data Visualizations, Communications and Data Uploading. The
board exam statistics are publicly available at state-wise level and school type.

By its very design, an online lab cannot be identical or equal to an authentic traditional lab.
However, online labs are equivalent in value to the learner because they address different
learning styles and offer a more flexible and open ended environment for inquiry. The online
labs constitute safe environments in which students can repeat processes without any risk as
when using dangerous chemicals or costly equipment. The experiments can be accessed anytime
and anywhere, overcoming the constraints on time felt when having access to the physical lab for
only a short period of time. As online reactions are quick, they can be repeated multiple times,
giving students’ confidence in their results. Learning is measured using the 'learning-enabled
assessment' through the Online Labs that facilitates in the assessment of; the procedural and
manipulative skills of the experiment, the concepts and understanding of the experiment and a
student’s reporting and interpreting skills.

National Scholarships Portal is one-stop solution through which various services starting from
student application, application receipt, processing, sanction and disbursal of various
scholarships to Students are enabled. National Scholarships Portal is taken as Mission Mode
Project under National e-Governance Plan (NeGP). Benefits of the portal include, Simplified
process for the students bringing all scholarships information available under one umbrella and
Single integrated application for all scholarships. Improved transparency is brought up by the
system capable of suggesting the schemes for which a student is eligible and reducing duplicates
to the maximum extent. Standardisation of the scholarships is possible through Master data for
Institutions and courses at all India level and this led to a decision support system (DSS) for
Ministries and departments as up-to date information will be available on demand. A
Comprehensive MIS System is available to facilitate monitoring every stage of Scholarships
distribution i.e. from student registration to delivery of funds.

e-Granthalaya has 3027591 total number of catalog records and the year-wise training conducted
to familiarize the institutions about the portal has seen an almost steady increase as reported in
2017.

Beti Bachao, Beti Padhao programme was launched in 100 critical districts with the lowest child
sex ratio on 22nd January, 2015 at Panipat by the Honble Prime Minister. The scheme has been
received well and has been successful in establishing the improvement in Child Sex Ratio as a
national agenda. With the criticality of the issue, this initiative has been expanded to 61
additional districts across the 11 States/UTs. Since its inception in January 2015, this programme
has resulted in hundreds of local level innovative initiatives to promote the girl child. Some of
these district/state level initiatives include installing digital Guddi Gudda Display Boards in
offices and public places in Jalgaon district, Maharashtra; multi-sectoral interventions by
Cuddalore district, Tamil Nadu which include dedicating special day on value of girl child,

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linking Sukanya Samriddhi Accounts with birth of girl child and felicitating parents, plantation
drives symbolizing nurturing and care for girl child, prevention of child marriages; a social
assistance scheme titled Ladli Beti for new born girl child born on or after 01st April 2015 by
Jammu and Kashmir; cash reward of Rs. 1 lakh for whistle blowers informing about illegal sex
selection announced by Haryana; Shaurya Dals and Har Ghar Dastak initiative in Madhya
Pradesh, holding Special Gram Sabhas and Mahila Sabhas on child sex ratio in BBBP districts of
Assam, Andhra Pradesh, Madhya Pradesh, Himachal Pradesh, Tamil Nadu and Tripura; local
champions and brand ambassadors identified in Gomati district, Tripura, Jhunjhunu district,
Rajasthan; Ambassador of Girl Child launched by Nagaland; recognizing girl achievers in the
community in Sikkim, Andhra Pradesh and Tripura. With concerted efforts at national, state and
district levels, the preliminary reports for 100 districts indicate that for the time period between
April-March 2014-15 & 2015-16, an increasing trend in Sex Ratio at Birth (SRB) is visible in
58% of the BBBP districts; 69 districts have reported progress in the first trimester registration
against the reported ANC registrations and status of institutional deliveries have improved in 80
districts against the total reported deliveries in comparison to the previous year.

It is proposed to provide digital classrooms in 5000 schools during 2016-17 and 2017-18. In
1638 schools the Digital class rooms have been started. Towards this goal of promoting Digital
Classrooms Government of Andhra Pradesh has allotted Rs 45 crores for purchase of equipment
in Government Schools during 2016-17. In other schools where no ICT labs exist, the digital
classroom equipment will be supplied under State Government allotted funds during-17.
NRI/CSR support is also being pursued to mobilise additional resources for this project @70:30
ratios.

Teacher Information Management System: Education Department is implementing Teacher

Information Management System (TIMS), which is a web based application which will have
complete and authenticated data for all teachers. Some of the features of TIMS are accurate,
secure and authenticated online data repository for teacher information pertaining to teachers’
service records, skill, training, appointment, transfer, promotion and retirement etc faster
decision making and approval cycles through automated workflow of the online system for day
to day administrative matters. Effective planning and utilization of existing manpower by
identifying their skills. Time and energy of government employees both at administrative and
micro level will be saved by the automated TIMS leading to optimum utilization of their services
for the purpose of public.

Vidya Mitra

Vidya Mitra has multitude of content ranging from subjects like Humanities and Medical and
Health Sciences to Life and Basic Sciences from various premier institutes like BHU, IIT-
Hyderabad, IIT-Gandhinagar, Dayalbagh Educational Institutes, IIT Madras and NIT Warangal
to name a few.

13
Shaala Siddhi- Shaala Siddhi, a comprehensive instrument for school evaluation leading to
school improvement has been developed by the National Institute of Educational Planning and
Administration (NIEPA) for schools to evaluate their performance.

The framework enables schools to evaluate their performance in a more focused and strategic
manner based on 45 parameters in 7 key domains, and facilitate them in taking professional
decisions for improvement. The action plan for implementation of Shaala Siddhi has been shared
with the States/UTs. Budgetary provision under Samagra Shiksha has been made for
implementing Shaala Siddhi programme. Till date, nearly 6,04,780 schools of 34 States and UTs
have completed and uploaded school self evaluation Dashboard on the Shaala Siddhi web
portal. Nearly 18 thousand schools have completed the school self evaluation process. All the
schools are expected to complete self and external evaluation by December 2018.

ShaalaDarpan:-The School Automation Application MIS/ERP- KV ShaalaDarpan is asingle

Integrated platform to deliver services toaddress academic and administrative requirements of
various stakeholders namely students, teachers, management & parentsto achieve the following
objectives:
 Enable improvement in quality of learning
 Improve efficiency of school administration and governance of schools

 Improve service delivery of school education department to the key stakeholders

including students, parents, community, teachers, and schools

 Access to near real-time and better quality data for decision support

In first phase of the Project KV-ShaalaDarpan has been implemented in 1099 Kendriya
Vidyalayas with the objective to provide services based on School Management Systems to
various stakeholders including Students, Parents and Communities.

Shaala Sarathi: Shaala Sarathi is a platform (shaalasarathi.mhrd.nic.in) to facilitate and link

Corporate Social Responsibility (CSRs), States, UTs and NGOs and to enable them to partner on
pilot innovative programmes under education reform initiatives.
It endeavours to provide an opportunity to States/UTs and CSRs to engage with NGOs having
national presence duly vetted by the MHRD or the States partnering with them. Further, the
portal is a repository to promote new technology, innovative models and pilot projects in school
education. It also assists to streamline engagement and create transparency around external
stakeholders wanting to partner with states/UTs.

Till date, 40 Corporates, 106 NGOs and 36 States/UTs have been registered on the web portal.

14
Geographic Information System (GIS) Mapping of Schools
To ensure universal access to school including secondary schools within a reasonable distance of
any habitation and without any discrimination, the Geographic coordinates of all schools along
with the school information available in UDISE is being uploaded on the school GIS Web
enabled platform. This effort of developing web enabled platform about school information
(Spatial and Non Spatial) will add to the quality of planning and better utilization of resources
available under different schemes. Mapping of 14,32,961 schools (94.09%) has been completed
out of total15,22,925 schools.

Saransh:- Saransh, developed by CBSE is a tool for comprehensive self-review for schools and
parents. It is a data driven analytical solution for tracking performance of students, within
schools, state, region and national level.

ICT in Education Curricula for School System

ICT in Education Curricula for students, teachers and teacher educators has been developed at
the national level and being implemented across the country. 805 MRPs/ KRPs of thirty six
States/UTs were oriented on ICT curriculum for students and teachers and their roll out in
respective states. Guideline for teacher, student and schools on cyber safety and security has
been published.

States like Karnataka, Delhi, Telangana, Andhra Pradesh has customised the teachers course and
developed state specific ICT curriculum with the soupport of NCERT. Initial discussion with ten
more states i.e., Odisha, Telangana, Chandigarh, Assam, Arunachal Pradesh, Tripura, Mizoram,
Manipur, Jammu & Kashmir and Tamil Nadu are in progress. RPs/ KRPs of Delhi, Karnataka,
Andhra Pradesh, Assam, Arunachal Pradesh, Manipur, Mizoram, Tripura and Telangana have
been trained separately. Kerala has already developed ICT Curriculum, Syllabus and textbook,
which is under implementation for students. State Resource Group are being trained on use of
course platform, online mentoring for implementing ICT courses in the state. A dedicated course
portal http://ictcurriculum.gov.in/ has been developed on MOODLE and two courses are being
delivered as of now. Around 9000 teachers have taken the Induction course and nearly 250
teachers have taken the ICT-pedagogy integration course. Students’ curriculum was piloted in
588 Navodaya Vidyalayas for one year. Cyber safety and security related topics are integrated in
the ICT in Education curriculum for teachers and students. ICT in Education course for students
is being implemented for 13000 students from class 3 to 8.

ICT in Education Initiatives by CIET,NCERT

National Repository of Open Educational Resources (NROER)

NROER portal (http://nroer.gov.in/welcome) has been designed. Till date a total of 13663 files
including 401 collections, 2721 documents, 565 interactive, 1664 audios, 2581 images and 6133
videos are uploaded. CIET-NCERT has conducted 19 capacity building programmes on NROER

15
(covering 805 MRPs/KRPs in 36States/UTs) for teachers and teacher-educators and a core group
in states and UTs have been created. State/ UTs are being motivated to contribute resources on
NROER and create OERs for their own state/ UT. This year KRPs/ MRPs of Telangana and
Karnataka state have been oriented separately to create OER platform, e-content development
and creation of metadata. New section on teachers, interest groups, schools and partner showcase
created on NROER (http://nroer.gov.in/chetana). Many partners- VigyanPrasar, CCRT, Gandhi
Smriti and DarshanSamiti, SCERTs, SIETs, AzimPremJi University, IT for Change, Amaze
Infotainment Pvt. Ltd., Directorate of Adult Education, Vidya Online, Eklavya, Arvind Gupta
toys etc.

MOOCs on SWAYAM PLATFORM

There are nearly 260 million school going students and MHRD, GoI has launched a Massive
Open Online Courses (MOOCs) platform popularly known as SWAYAM (Study Webs of Active
learning for Young Aspiring Minds) on 9th July, 2017. The portal is offering various online
courses for school education and higher education. NCERT has been developing course modules
for Massive Open and Online Course (MOOCs) for school education system in 12 subject areas
(Accountancy, business studies, biology, chemistry, economic, history, geography, mathematics,
physics, political science, psychology and sociology) for classes IX-XII. Twelve (12) courses
have been completed in the first cycle on SWAYAM platform (https://swayam.gov.in/). Nearly
22,000 students were registered on various courses. Twenty (21) courses have been completed in
the second cycle on SWAYAM platform. Nearly33,000 students were registered.

CIET-NCERT has been assigned the task of developing e-resources for Master of Education
(M.Ed.) course jointly with Allahabad University; this project is funded by UGC. One course
(Educational Administration, Management and Leadership in School Education) has been
completed first cycle on SWAYAM platform in which 2115 were enrolled. The second cycle of
this course is offered from 2nd July 2018. So far 996 students have registered.

Besides, an online course on action research for teachers is being conducted in regular intervals
in the MOODLE platform (http://ictcurriculum.gov.in/ ). Post Graduate Diploma in Guidance
and Counselling for in-service teachers is also offered through the same course portal. Several
other online courses are also being developed for inservice teachers professional development
and delivered through the portal https://itpd.ncert.org.in/

e-Pathshala

A web portal (http://epathshala.nic.in/, http://epathshala.gov.in/) and mobile apps (Android,

iOS and Windows) has been designed and deployed. The portal has 1666 audios, 1778 videos,
650 e-books (e-pubs) and 504 flip books. It has 3.89 crore visitors; 2.3 crore total YouTube
views, 1.88 million app downloads and rating of 4.4 out of 5 on Google play store and 4.5 out of
5 on windows store. CIET-NCERT has conducted 19 capacity building programmes on e-
Pathshala and digitisation of text books (covering 805 MRPs/KRPs in 36States/UTs) for teachers

16
and teacher-educators and a core group in States and UTs have been created. CIET-NCERT has
provided support to the state of Haryana to digitize its textbooks and create a mobile App i.e.,
MERI EPUSTAK to disseminate these e-books to all stake holders. The states of Andhra
Pradesh, Delhi, Haryana, Karnataka, Manipur, Mizoram, Telangana and Uttar Pradesh have
started text book digitisation with support from CIET-NCERT and have contributed 152 e-books
on e-pathshala.
Branding of e-Pathshala – “PINDICS” app started. The app has a rating of 4.8 out of 5 on
Google Play Store. In all 35290 users have downloaded the app from Google Play Store. E-
pathshala has been listed/ available on the UMANG App of Govt. of India. Mobile app
“PARAKH” started to automate the process of data collection for evaluation of implementation
of ICT@Schools Scheme in the country. The app has a rating of 4.0 out of 5 on Google Play
Store. In all 1850 users have downloaded the app from Google Play Store.

E-content Development

In total, 4833 digital resources have been developed in all subjects areas (EVS, Science, Social
Science, Mathematics and Languages). These resources are being validated out on regular
intervals and uploaded on NROER and e-Pathshala. Besides, these are being disseminated
through DD-1, SWAYAM Prabha DTH TV channel and SWAYAM MOOCs for school
education. Conducted 17 capacity building programmes on e-content development (covering 716
MRPs/KRPs in 30 states) for teachers and teacher-educators and a core group in states and UTs
have been created.

SWAYAM PRABHA (Kishore Manch) DTH-TV Channels

The Ministry of Human Resource Development (MHRD)- Govt of India has developed a
learning plan for utilization of satellite communication technologies for transmission of
educational e-contents through 32 National Channels i.e. SWAYAM PRABHA DTH-TV. CIET-
NCERT is the national coordinator for one DTH TV channel i.e., Kishore Manch (#31) and has
started feeding a 24x7 educational TV channel w.e.f. 09 July, 2018. Everyday four hour fresh
slot is telecast and repeated six times in 24 hours to provide learning opportunities for the stake
holders. For obtaining regular feedback from the stakeholders, email ids
ciet.kishoremanch@gmail.com,swayamprabha@ciet.nic.in, kishoremanch@ciet.nic.in and
toll free number (1800111265, 1800112199) has been created. Till date several feedback mails
have been received and shared with the production and transmission teams for follow up.
Besides, transmission schedules are prepared for each month and shared with BISAG, Gandhi
Nagar and the National Coordinator and also disseminated on CIET-NCERT website. Till date
transmission capsules have been prepared and submitted up to 28 February, 2019 to BISAG,
Gandhi Nagar. The transmission quality of the programmes is monitored by CIET. Viewers can
watch the telecast on DTH-TV, Reliance Jio TV and mobile app Kishore Manch and provide
feedback. A live transmission for 30 minutes daily (Monday to Friday) has been initiated w.e.f.
29th December, 2017.
17
ICTs-Pedagogy Integration

Workshops were conducted for development of course materials for students under the Curricula
for ICT in Education initiative in two phases from 1st-5th, March, 2017 and 6th-10th, March,
2017. Course content of year I and II of Student course has been developed and being adapted by
states of Delhi, Karnataka and Telangana. Induction course for teachers has been implemented in
Karnataka and more than 3000 teachers from 1000 schools have been trained. Refreshers courses
are under development and simultaneously being planned to be implemented in Karnataka for
3000 plus teachers. Similar dialogue has been initiated with the states of Andhra Pradesh, Tamil
Nadu and Odisha.

Master trainers training was conducted in 2 phases from 13th to 17th June, 2016 and 20th to 24th
June, 2016 for the State of Delhi and 80 master trainers are trained on implementation of ICT
curriculum for students. Training for key resource persons of Karnataka was conducted from 5th
to 7thOctober, 2016 and 55 master trainers were trained on ICT in Education curriculum and
implementation strategies. Development of ICT in Education curriculum for Odisha was
discussed over videoconference. ICT curriculum content prepared for students developed by
State of Telangana was reviewed and feedback was given during the workshop from 17th– 21st,
October, 2016. In all 156 master trainers were trained and discussion has been initiated with the
State authorities for ICT curriculum customization for the state of Andhra Pradesh.
ICT Awards
ICT Awards was introduced to felicitate those who have enhanced student learning by
effectively and innovatively integrating technology-supported learning into the school
curriculum and subject teaching and thereby promoted enquiry based collaborative learning by
using ICT amongst students.
ICT Awards nominees were observed to be invested in various software programs and external
devices to complement their teaching in and outside the classroom arena. Awardee in the year
2010 has focused on using Paint pro, flash and presentations to develop idea approach and
develop higher order thinking skills in students and also developed a digital lesson plan for third
standard mathematics lesson division. In the year 2011, 15 awardees were felicitated for their
efforts in using ICT productively for enhancing teaching pedagogy and their own professional
growth. The purposes of using ICT effectively varied from inculcating speedy comprehension
and value clarification in students to providing assistance in formative and summative
assessments and presentation of research papers by teachers. Enhancing teacher learning process,
ICT was observed to be used in both laboratory and classroom settings. Power point
presentations, MS- Office, printer, digital camera, KYAN and projectors were few of the most
used ICT services available at the institution for the above –mentioned purposes. Awardees of
the year 2012 used ICT resources to learning experience through ubuntu, cartoons and
presentations and organize learning activities and improve students’ involvement in the
classroom. 2013 and 2014 Awardees were observed to be extending the usage to include Skype,
smart learning, online dictionary and moviemaking software to name a few. Smart classes were

18
 seen to be utilized for acquainting students and increasing proficiency of teachers in audio
editing, recording, regional language typing, animated simulations and photoshop. Awardees of
2015 were observed to be using the upcoming technological infrastructures like interactive smart
boards, visual basic and HTML software, e-content to promote creativity and familiarity to the
growing plethora of technological advancements. The progress was seen extending the confines
of a classroom, such as using educational websites and digital diaries for upgrading teaching
methodology of teachers and information processing of students.
Digital Initiatives by KVS
Project e-Prajna
(i) 5076 Students in 25 KVs in 25 Regions have been given Touch Tablets pre-loaded with e-
Contents of Maths and Science Subjects. Teachers of these KVs are using tablets for classroom
transaction.
(ii) Promote flip-learning, reduce school bag load, learning at own pace and effective
assessment.
E-CLASSROOMS IN KENDRIYA VIDYALAYAS
9711 e-Classrooms have been established and 2300 e-Classrooms are being delivered.
To promote blended learning, accelerated learning & better understanding of concepts and
effective assessment
(iii) Teachers have been trained for capacity building.

DIGITAL LANGUAGE LAB

(i) To improve spoken skills of students in English Language, 276 Digital Language Labs have been
established in 276 KVs across the Country (One in each KV)
(ii) These Labs are equipped with Desktop Computers, Language Lab Software, Modular Work Stations
and Arm Chairs. Each Lab has 30 user capacities.

Student Data Management & Information System

Aadhaar as an identity proof obviates the need for producing multiple documents for
providing one’s identity ensuring greater transparency and accountability in public services
delivery through effective use of technology. Aadhaar based Director Benefit Transfer (DBT)
is a major governance reform initiative of the Government to ensure targeted delivery of
benefits and services to beneficiaries of Schemes identified for DBT.

Aadhar Database of Teachers

Under UDISE, National Institute of Educational Planning & Administration (NIEPA) is
capturing the data of teachers and students including their Aadhar etc. As on14.03.2018 out of
58, 37,218 teachers of Govt. & Govt. Aided schools, Aadhar has been captured for 31, 20,354
teachers.

19
AadharDatabaseofStudents

Aadhar enrolment of school going children in the age group of 5to18years in the country
would help in tracking of children so that they do not drop-out from school and also for
monitoring their academic progress and for ensuring benefits to be disbursed to them in cash or
kind under various schemes.
Under UDISE, National Institute of Educational Planning &Administration (NIEPA) has
initiated Child Tracking Programme. As on 14.03.2018 data of 25, 13, 36,317 students has been
captured out of which Aadhar seeding has been done for 9, 26, 32,460 students.

Initiatives by State Council of Educational Research and Training

Delhi
SCERT, Delhi has taken a step ahead towards the ICT enabled online Capacity Building
Programme for teachers with the objective to enhance the sharing between Teacher and Teacher;
Teacher Educator and Teacher communication at their own pace without disturbing their routine
work and to build capacity of In-Service Teachers through online training for updating content
knowledge as well as classroom delivery. This capacity building programme can be accessed
from Smartphone through mobile application called “chalk lit” and from the website
www.scertdelhi.chalklit.in. SCERT, Delhi developed the curriculum of “ICT in Education” for
classes VI to X for DoE schools. The curriculum is organized under the thematic areas as
programming, graphics and animations/internet and ICT Environment, data Representation and
Processing, audio Visual communication, software application. It is implemented in the schools
of DoE of Delhi from September, 2016. SCERT is also developing text books regarding “ICT in
Education” curriculum for class VI to X. ET Department is in process of developing (printing is
in process) the books for the students of classes VI for “ICT in Education” for the effective
teaching-learning process. SCERT envisages development of educational video module lessons /
programmes, across the spectrum of school education at all levels. Educational videos which are
already been developed are uploaded on SCERT website www.scertdelhi.nic.in for reference and
wide dissemination. SCERT has been developing manuals/reference material for the teachers of
schools of Delhi on regular basis which is disseminated in the workshops/training
programmes/seminars. For an easy and larger access to all the stakeholders these manuals are in
the process of conversion in the digitized form for the e-pub and Dissemination of the same will
be done through app and web-portal.

Andhra Pradesh

The State Council of Educational Research and Training (SCERT) Andhra Pradesh was
established on 27-07-1967, amalgamating the following institutions. 1. The State Institute of
Education. 2. The State Bureau of Educational and Vocational Guidance 3. The State Science
Education Unit. 4. The State Evaluation Unit. The initiatives carried out by the SCERT included

20
establishing Digital class rooms, E-Hazar (Bio metric machines in schools), APeKX (Andhra
Pradesh e-Knowledge eXchange), Student and teacher Data bases and organizing platforms for
online exams.

Gujarat

The GCERT works as a prominent institution for implementing the policies, programmes and
researches in the State. It provides resource support and guidance to all the teacher education
institutions and works in collaboration with the NGOs, Subject experts, Educationalists and
pioneers in bringing about reforms in the remote and underserved areas of the State. It
disseminates latest information with regard to modern trends and approaches in primary
education, pre-service and in-service education, pedagogical advances in the country, wide use
of distance education as a mode of training, organizing community awareness programmes and
updation of curriculum of primary education in view of new and emerging concerns. Even the
State Ministry of Education banks upon its expertise. The Council is committed to bringing
about qualitative improvement in school education particularly Elementary Education,
development of curriculum syllabi, instructional material and evaluation strategies to explore
suitable solutions to educational challenges with the changing time. The GCERT has scaled a
unique journey with experimentation from chalk to satellite, scaling an arduous terrain in the
field of educational reforms.
Under the umbrella of GCERT, there are now 26 DIETs (District Institute of Education and
Training) functional in 25 Districts. These DIETs impart pre-service and in-service training to
the primary teachers of the State. There are seven branches namely Pre-service Teacher
Education (PSTE), Work Experience (WE), District Resource Unit (DRU), Curriculum Material
Development & Evaluation (CMDE), Educational Technology (ET), In-service Field interaction
Innovation & Co-ordination (IFIC) and Planning & Management PM functioning in these
DIETs. These DIETs are well equipped with qualified and experienced academic and
administrative staff.

State Institute of Educational Research and Training (SIERT), Rajasthan

Welcome to State Institute of Educational Research and Training (SIERT) An Overview The
State Institute of Educational Research and Training, Rajasthan (S.I.E.R.T.) was established in
Udaipur on 11th November 1978 for qualitative upliftment in the area of school education, as
recommended by Mahrotra Committee, setup by the Government of Rajasthan. Different state
level units functioning at different places (State Institute of Education, State Institute of Science
Education, Evaluation Unit, and Educational & Vocational Guidance Bureau) were brought
under a single umbrella. The institute functions as an academic wing of the Director of
Elementary and the Director of Secondary Education, Rajasthan, Bikaner. It acts as an academic
advisor to the Department of Secondary Education and to the Ministry of Education in the state.
SIERT is concerned with the academic aspect of school education including formation of

21
curriculum, preparation of textbooks, teachers’ handbooks and teachers’ training. The SIERT is
located in the vicinity of Aravalli Hills Area largely dominated by tribal population. Endowed
with a rich cultural heritage, natural resources and beautiful landscape, Udaipur is a world
renowned tourist attraction. The SIERT is situated opposite to ‘SAHELION-KI-BADI’, a
popular tourist attraction. Role SIERT is the apex academic organization designated under the
provisions of the RTE Act-2009 for educational planning, implementation and evaluation for
school and teacher education. It is an advisory and consultative body which assists and advises
the state education department. It is the nodal agency for qualitative improvement at elementary
school stage. It provides leadership, academic guidance and support to teacher education
institutes such as IASEs, CTEs and DIETs.

Centre for Development of Advanced Computing (C-DAC)

Centre for Development of Advanced Computing (C-DAC) is the premier R&D organization of
the Ministry of Electronics and Information Technology (MeitY) for carrying out R&D in IT,
Electronics and associated areas. Different areas of C-DAC, had originated at different times,
many of which came out as a result of identification of opportunities.
The Government of India has approved a project entitled, 'Information Security Education and
Awareness (ISEA) Project Phase-II' in the year 2014 with an objective of capacity building in the
area of Information Security, training of Government personnel and creation of mass Information
Security awareness targeted towards various user segments. The project envisages to spread
mass awareness on Information Security through direct and indirect mode targeted towards
various user segments including school children/teachers, college students/faculty, Central/State
Government officials, general public, etc. The awareness content for these workshops inter-
alia includes brief information on Cyber Bullying, cyber stalking, etc. Information Security
Awareness handbooks were distributed as a part of these workshops to disseminate information
and tips on safe use of internet. The softcopy of the handbook is also made available for
download on the website ‘www.infosecawareness.in’.

IT @SCHOOL, Kerala

The IT@School Project under General Education Department was set-up to augment the IT
education in schools and also to enhance the quality of IT education towards a complete ICT
enabled educational system. The Project envisages enhancing the role of Information
Technology as a teaching aid for learning all subjects. IT@School Project is termed as the Single
largest simultaneous deployment of FOSS based ICT education in the world. Headquartered in
Thiruvananthapuram, the Project has District Resource Centers in each district. The project is the
nodal agency for all eGovernance activities under General Education Department and also the
nodal agency for implementing EDUSAT operations in the State, under which an educational
channelvizVICTERSisfunctioning. Kerala has been the role-model for other states in terms of
numerous educational initiatives, but this remarkable achievement, IT education in the state in
the early 2000 was not found effective with respect to the State School Curriculum. There was
22
no dedicated system to take care of this requirement and also there were inadequate
infrastructural amenities available in the schools. To overcome this hurdle, Government of
Kerala rolled out the IT@School Project in year 2001, to augment the IT education in schools
also to enhance the quality of IT education towards a complete ICT enabled educational system.
The Project is the outcome of the vision document developed by the State appointed task force
headed by Prof. U.R.Rao in 2000.

The Project is now been implemented from Lower Primary to Higher Secondary classes in the
state covering as many as 12,000 schools. An estimated 50 lakhs students and 2 lakhs teachers
are now part of this project who have benefited from ICT enabled education. The Project
operates through 200 Master Trainers, who are school teachers attached to the Project on
working arrangement, School IT Co-ordinators (selected subject teacher in each school) and
Student School IT Co-ordinators. The Project functions completely on Free Software platform
since it provides the freedom to an individual to study, copy, modify and re-distribute any
content, a process which would ultimately benefit the whole society. The Project aims to
empower all the school teachers in the state on ICT tools, making them IT champions and also to
implement ICT enabled learning system for all subjects. Apart from infrastructure deployment to
schools, the Project also ensures the proper maintenance of hardware equipments at schools
through Hardware Clinics and reporting of faulty machines through the webportal which would
then be rectified. Being the nodal agency of General Education department for e-governance,
almost all the functions of the department has been automated by the Project.

IT@School is the nodal agency for implementing EDUSAT network in the State and runs an
exclusive channel for education called VICTERS (Versatile ICT Enabled Resource for Schools),
which is now aired for 17 hours a day- from 6am to 11pm. The project has now associated with
BSNL and RailTel to provide high speed Internet broadband connectivity to all high schools in
Kerala. The success of the Project can be visualized by the conduct IT practical examination in
free software for students, first of this kind in the world with so much vast resourceful
deployment of free software. The efforts of Project saw deployment of adequate IT infrastructure
to all schools including computers and other accessories.

23
 Methodology
ICT have been an ever-dynamic sector with its influence expanding possibilities of an economy
in all directions. Attempts of tapping this potential have been explored in the past twenty years
where ICT has made some very substantial changes within business and governance. In order to
trace the remarkable milestones achieved by introduction of ICT in the field of Education, the
methodology should as well be extensive and comprehensive which will be discussed in detail in
the current chapter.

The Education sector is primarily comprised of activities that orient one to social norms and
mores where the circulation of quality education has been associated with strong teachers having
high degrees of personal contact with learners. The research focusing on the education hence
should encompass the comprehensive coverage of the literature related to emerging trends and in
relation to use of ICT in particular. The methodology has been divided into a procedural
sequence that approaches the research incepting from literature review to reviewing findings of
the working group already employed in the field of study and constantly updating the trend
report.

The literature was collected from the physical library, online repositories and websites of
organizations and relevant stakeholders. National policies and schemes formulated on ICT
education in the country were taken into consideration while composing the report while
updating the same periodically based on the latest periodicals, newspapers and research journals.
Journals have been also explored for keeping up with the trends of researching emerging in the
field of Educational Technology and ICT.

Extending beyond the literature survey, the critical analysis is important to identify the gaps in
research and implementation done so far with concern to ICT in Education. This presents a rich,
bias-reduced perspective and much needed direction to which the schemes and policies along
with various projects in future can orient themselves too. Stakeholders, governmental and non-
governmental and corporate institutions can benefit the most from the report’s streamlined
approach towards assessing the work done in implementation as well as research in the area of
ICT in Education, hence saving and directing resources to the areas where more focus is needed.

In the later chapters of the report, the extensive review of recent researches conducted in ICT
have been composed to provide an overview and critical blind spots that may use more focus and
coverage from the scientific society. The description of compiled research abstracts presented
before the gaps in research is arranged with the intention to provide a complete picture of
literature available regarding this revolution from its inception till the year of 2017.

Recent developments in including ICT in education at all levels have seen some very innovative
and novel approaches extending from schemes and policies to technological applications, tools
and services. For instance, online repository NROER developed by Department of School
Education and Literacy, Ministry of Human Resource Development, Government of India and

24
managed by Central Institute of Educational Technology (NCERT) has contributors from several
partners including State and Private institutions as well as individuals. This varied approach to
disseminate knowledge at a global platform has presented various benefits and has improved
accessibility. There are also avenues to form or join an interest group which has evolved the
present platform to a whole new level of interaction about dissemination and accumulation of
knowledge.

The report terminates with the intent of presenting a trend from both research and application
worldviews which has been circulated through multiple modes for extended accessibility.

1. Methodology: The following methodology/procedural sequence will be adopted to carry

out the present research

1. Study library ,online and other possible sources to analyze the emerging trends
with regard to access and use of ICT in education and to compile research
abstracts
2. Study sources to compile abstracts on researches to analyze the trends in the
use of available software’s, ICT Services, contents, tools and apps

3. Study Journals, articles, research papers, periodicals, News papers and every
possible source to analyze the trends in research in the area of ICT in
Education

4. Based on the above identify gap areas in research

5. Review the findings in a working/expert group meeting

6. Prepare a trend report and disseminate through Multiple Modes

7. Constantly updating the trend report

25
 National and State ICT Policies: Salient Features

Introduction and Historical Context of National and State ICT Policies

The introduction of ICT although relatively new has witnessed phenomenal growth especially
noted in its application in the field of education. In Indian scenario, the Education is placed in the
Concurrent list as provided in the Seventh Schedule to the Constitution of India which gives a
unique place to educationists that aim to develop, monitor and design the framework of
education for the population. ICT playing part of more than a revolutionary tool appears to on
the monitoring of Union and State Legislatures. The Union government in the year of 1961
formed the National Council of Educational Research and Training (NCERT) as an autonomous
organization that would advise both the Union and State governments on formulating and
implementing education policies. In 1968, the First National Policy on Education was introduced
to enhance educational equities followed by another National Policy on Education in 1986 which
was later modified in 1992 that brought the limelight to Educational Technology’s (ET) role in
enhancing the quality of education. Two major centrally sponsored schemes were introduced by
the policy: Computer Literacy and Studies in Schools (CLASS) and ET itself. As the technology
and communication services were taking a firm root and expanding their applicability in the
country by leaps, there was a need for the more comprehensive centrally sponsored scheme
which was introduced in ICT@ Schools in 2004. National Curriculum Framework (NCF) 2005
emphasized on the role and potential of ICT in education which was echoed in flagship
programmes (Sarva Shiksha Abhiyan) and school norms recommended by Central Advisory
Board of Education Government of India in July, 2015 launched Digital India campaign which
envisioned for the creation of ICT Infrastructure in the country along with E-Governance, Digital
Literacy of citizens and on demand services.

1. Salient Features of National Policy of ICT in Education

Policies introduced by the government in order to introduce the advantages of including ET and
ICT in the field of education as mentioned above has started in 1986 and as the inclusiveness of
technology has surpassed the function of a mere tool to a conduit of dissemination of knowledge.

The vision of the National Policy on ICT comprised of holistic socio-economic development of
the country in which preparing the youth to lead a society founded on knowledge and enhance
their creativity in the institutions and growth. ICT hence was envisioned to bring in state of the
art technologies, extensive exposure to a safe, productive to interact and experiment to address
multitude of issues concerning the society at large. Policy focused to providing free and open
access to these resources for students and teachers aiming at enabling inquisitiveness and
providing training to build independent capacities to mange ICT infrastructure at their
institutions.

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The ICT literacy was proposed to be gauged into three levels namely, basic, intermediate and
advanced. The basic level refers to the competency in operating a computer to store, retrieve and
manage data and be able to perform primary word and data processing tasks with internet
operational use for emails and managing content in external drives of the computers.
Intermediate level refers to the competency of person to be able to manage content using
multiple software applications and using websites and search engines to retrieve information and
be able to perform preliminary troubleshooting. Advanced level is to be attained by the personnel
mastering the art of using database applications and is able to perform computing and with the
help of audio-visual communication applications are able to carry various projects and research
as and when required. Using ICT for documentation and creation in web based networks for
collaborative learning along with the necessary awareness about cyber security and copyright
issues about their resources and sensitivity to resources made available by others is also
considered to be under the advanced level of competency.

1.1 Challenges and Issues

Education system in India consistently dealt with the concerns of accessibility of resources to all
the sections of the society. Alongside equity issues in Education, quality of content delivered by
the instructors around the country has been often raised. With the increase in the development of
ICT, the technology needed has become more accessible, reliable and mature where the same can
be now leveraged in the sector of education to resolve the feasibility issues.

1.2 Provisions made in the Policy

National Policy of ICT in Education has defined strategies to affirm the infrastructure both
tangible and non-tangible at the state and national level. States were advised to adopt or adapt an
e-governance and automate school administration programme for schools. Installation of a
school based Management Information Systems (MIS) was defined to construct capacities for
implementation of above-mentioned programmes. Local Area Network customized to enable
library and office automation along with maintenance, cached access to internet resources,
student tracking and resource planning were other suggestions made by the policy.

1.2.1 Development of ICT infrastructure

Policy defined two types infrastructure namely, Core and Enabling ICT infrastructure. Core
infrastructure would consist of Hardware, Network and Connectivity and Software and Enabling
infrastructure compounded of supporting resources in terms of electricity, physical space and
facilities and safety precautions to enable the efficient use of ICT resources in the school.

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1.2.1.1 Core Infrastructure

Hardware

 The States will establish state of the art, appropriate, cost effective and adequate ICT and
other enabling infrastructure in all secondary schools.
 Based on the size of the school, needs of the ICT programme and time sharing
possibilities, States will define an optimum ICT infrastructure in each school. Not more
than two students will work at a computer access point at a given time. At least one
printer, scanner, projector, digital camera, audio recorders and such other devices will be
part of the infrastructure.
 Each school will be equipped with at least one computer laboratory with at least 10
networked computer access points to begin with. Each laboratory will have a maximum
of 20 access points, accommodating 40 students at a time. The ratio of total number of
access points to the population of the school will be regulated to ensure optimal access to
all students and teachers.
 In composite schools, exclusive laboratories with appropriate hardware and software will
be provided for the secondary as well as higher secondary classes.
 In addition, at least one classroom will be equipped with appropriate audio-visual
facilities to support an ICT enabled teaching-learning.
 Appropriate hardware for Satellite terminals will be provided to selected schools in a
progressive manner.
 Computer access points with internet connectivity will be provided at the library,
teachers’ common room and the school head’s office to realize the proposed objectives of
automated school management and professional development activities.
 ICT enabled education can be significantly enhanced and the range of classroom
practices expanded with the introduction of digital devices like still and video cameras,
music and audio devices, digital microscopes and telescopes, digital probes for
investigation of various physical parameters. These will also form a part of the
infrastructure. States will make appropriate choices and promote the use of such devices
in classrooms.

Network and Connectivity

 All computers in the school will be part of a single local area network to enable optimum
sharing of resources. In addition to the laboratory, internet connections will also be
provided at the library, teachers’ common room and the school head’s office.
 Each school will be serviced with broadband connectivity capable of receiving streaming
audio and video, a range of digital learning resources and interactive programmes. The
number of computers given internet connectivity will be governed by the available

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 bandwidth, in order to ensure adequate speeds. A mechanism to have offline access to
internet content will be set.
 Teachers and students will be educated on issues related to the safe use of internet
Firewalls and other security measures will be implemented to guard the school network
against cyber attacks and misuse of the ICT facilities. Appropriate guidelines for network
security will be developed.
 An EDUSAT network will be planned at each state with interactive terminals (SIT) and
receive only terminals (ROT)

Software

 A software environment favoring pedagogy of learning which promotes active learning,

participatory and collaborative practices and sharing of knowledge is essential to nurture
a creative society. Free and Open Source Software – operating system and software
applications will be preferred in order to expand the range of learning, creation and
sharing.
 A wide variety of software applications and tools, going well beyond an office suite is
required to meet the demands of a broad based ICT literacy and ICT enabled teaching
learning programme. Graphics and animation, desktop publishing, web designing,
databases, and programming tools have the potential of increasing the range of skills and
conceptual knowledge of the students and teachers. A judicious mix of software
applications will be introduced in schools.
 Creation and widespread dissemination of software compilations, including specialised
software for different subjects, simulations, virtual laboratories, modeling and problem
solving applications will be encouraged. These will be distinct from multimedia packages
and digital learning resources.

Enabling Infrastructure

 The enabling infrastructure required to efficiently maintain the ICT facility will be
defined, established and maintained.
 Regular and regulated supply of electricity, appropriate electrical fixtures, adequate
power backup and support, including alternate sources of energy, where needed, will be
ensured. Students and teachers will also be trained in the safe use of electrical outlets and
fittings.
 Physical facilities like an adequately large room, appropriate lighting and ventilation,
durable and economic furniture suitable for optimization of space and long hours of
working will be established. Alternate layouts and arrangements facilitating interactions
amongst students and with the teacher will be encouraged.

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  Adequate safety precautions and rules for use will be established. Each laboratory will be
equipped with a portable fire extinguisher and students and teachers trained in its use. An
appropriate fire drill will also be implemented.
 All the equipment and resources will be secured from theft and damage. They will also be
covered under an appropriate insurance policy against theft and damage.

Sharing and dissemination of Digital Content

 Widespread sharing and dissemination of digital content will promote infusion of ICT
into classroom practice. Suitable open standards for interoperability, web based sharing
and appropriate norms for free access will be defined to catalyze use of digital content
and resources.
 Collections of digital content and resources will be deployed on web based digital
repositories, which will be universally accessible. Private Public partnership projects for
the same could be encouraged. State level and National level repositories will be
developed and maintained. Emphasis will be placed on multi lingual digital learning
resources development in State Regional Languages with facilities for translation to other
languages so as to optimize time, effort and cost. Content Delivery Networks will be
developed to enable transmission of content from multiple locations.
 National level organizations like Central Institute of Educational Technology (CIET),
National Council of Educational Research and Training (NCERT). Indira Gandhi
National Open University (IGNOU) and State level organizations like State Institutes of
Educational Technology (SIETs) will play a proactive role in developing and sharing of
digital content and its source code to support wide scale adaptations. They will also
support the capacity building activities of teachers in digital content development and
usage.
 Content developed by state funded projects and programmes will be deployed along with
source code under appropriate licensing norms (like the creative commons) to facilitate
open and free access to these resources. This will also help avoid duplication of efforts in
different States.
 Digital content, software applications and resources developed by private individuals,
agencies or groups to be used in the school system will be subject to validation for
accuracy of content and pedagogical suitability by organizations like NCERT, SCERT,
and Boards of Secondary Education. A mechanism for procurement along with source
code and rights will be evolved.
 Teachers and students will be oriented to prevailing copyright regimes, different types of
restrictions on reuse of content and the need to respect copyright. Teachers and students
will also be educated about alternate forms of licenses like the creative commons and
encouraged to use them.

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Enhancement of ICT Competencies of Teachers

National policy defined the directives to enhance the competency of instructors and encouraged
through it a movement of capacity building towards making the school system more ICT
enabled. The competency training focused on teachers at two levels: In-Service and Pre-Service.

In-Service Teachers

Policy directed In-service training of teachers will comprise of Induction Training as well as
Refresher Courses. The induction trainings will be conducted by the Regional Institutes of
Education of the NCERT, State Councils of Educational Research and Training (SCERTs) or
such other institutions of the Central and State Governments and will preferably be completed
before the commencement of the academic year. Refresher courses would entail keeping up with
latest trends in ICT based teaching and learning in once a year to create a podium to interact and
share the same. The induction training will be followed by teacher’s evaluation to ensure that the
minimum competency is achieved. In order to popularize the use ICT, the same should be
integrated in the general training programmes at all levels and effective practices should be
encouraged.

Online professional group/forums like English Teachers Association should be introduced to

strengthen educational resources pool and actively contribute to the strengthening of domain
specific knowledge within the country as well as provide a platform to start an initial
sensitization through ICT operational skills and ICT enabled subject teaching skills.
Development of Teacher capability in instructional design, selection and critical evaluation of
digital content, and strategies for effective use of digital content to enhance student learning was
suggested to be enhanced by increasing their participation in the creation of digital content
previewing its wide spread usage in classrooms at different levels.

Pre-Service Teachers

Pre-service teacher training was included in the policy to include a more comprehensive usage of
ICT and supported technology to introduce the efficacy of using them in the process of
dissemination of knowledge. According to the policy, Teacher educators will be suitably oriented
and trained to use ICT in their pre-service teacher training programmes. Hence, all pre-service
teacher education programmes will have a compulsory ICT component. The policy asked to
revise existing curricula for pre-service teacher’s training in accordance to include appropriate
and relevant applications of ICT. All teacher trainees passing out of teacher education
programmes will obtain adequate levels of competency in ICT and ICT enabled education. This
proficiency will gradually form a part of the eligibility criteria for teacher appointments. The
policy defined the pre-service teacher training and availability of ICT infrastructure in each such

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training institution in ICT according to the guidelines mentioned in National Council for Teacher
Education (NCTE) which would be responsible for its periodical revision.

Enhancement of ICT Competencies of Students

The students are expected to be the fairly familiar with computer and application related to
Information and Communication Technology. National Policy provides guidelines on how to
channel the infrastructure and resources to enhance the competencies of students in learning
from effective usage of ICT infrastructure. The guidelines as mentioned earlier gauges the ICT
competency at basic, intermediate and advanced levels out of which the third level emphasizes
on every student to complete this stage before completing schooling. Highlighting the guidelines
it suggests the following,

 A programme of ICT literacy will be implemented across all secondary schools in the
States, both government and private within the XII plan period.
 A model Curriculum for ICT in Education (CICT) will be developed at National Level
and States will be encouraged to adopt/adapt it.
 States will develop an ICT literacy curriculum and appropriate course materials mapped
to the stages mentioned above for uniformity. These will be in the form of self-
instructional materials, enabling students and teachers to process them on their own. The
ICT literacy programme will endeavor to provide a broad set of generic skills and
conceptual knowledge and not focus on mastering the use of specific software
applications.
 The Boards of Secondary Education will develop a suitable scheme of Evaluation. ICT
would be an additional subject together with the award of a certificate of proficiency.
 The ICT Literacy programme will be extended to the upper primary stage by the end of
the XII plan period. However, States may take up this expansion earlier, based on
resource availability and capacity of the system.
 A dedicated teacher with appropriate qualification will be engaged in each school. This
teacher will also function as the ICT coordinator of the school where ICT literacy is to be
imparted. With the growth of infrastructure in the school, a suitably qualified technical
assistant may also be provided.
 All teachers in a school will be expected to become advanced users of ICT integrating
ICT skills into their professional development as well as their teaching learning practices
across all areas of the curriculum.
 States will initiate the process of launching/creating courses in different areas of ICT for
the higher secondary stage. The courses will factor in the requirements of students of
different streams, including academic and vocational streams.
 Courses will be modular in design to enable students to select appropriate software
applications based on current needs of higher education and job prospects. Courses will

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 be revised frequently to keep pace with emerging trends in ICT. A Post Graduate teacher
with appropriate qualifications to teach these courses will be appointed to teach the
above-mentioned curriculum.
 An ICT Lab attendant/technical assistant with appropriate qualifications will be
appointed to manage the ICT/Multimedia Resource lab.

ICTs for Children with Special Needs

Ever evolving scope of ICT can extend to be the solution for increasing need to make education
more inclusive in the country. Children with special needs encompass a variety of issues from
particular impairment leading to learning difficulties to ones arising from the interactions in the
classroom dissemination procedure. Although learning difficulties and impairment don’t
necessarily go hand in hand, role of ICT indispensably helps in catalyzing the goal of effective
learning. National Policy recommends the following for enhancing ICT competencies in children
with special needs,

 ICT software and tools to facilitate access to persons with disabilities, like screen
readers; Braille printers, etc. will be part of the ICT infrastructure in all schools. Special
care will be taken to ensure appropriate ICT access to students and teachers with special
needs.
 All teachers will be sensitized to issues related to students with special needs and the
potential of ICT to address them. All capacity building programmes will include
components of ICT enabled inclusive education.
 All web based interfaces developed for the programme including digital repositories,
management information systems, etc. will conform to international guidelines for
accessibility.
 Accessibility norms will be adopted as per the World Wide Web consortium, W3C
guidelines (Web Content Accessibility guidelines, http://www.w3.org) to enable the
content to be accessed by children with special needs. Web based digital repositories
with W3C compliance will address the lack of availability of resources for persons with
disabilities. Digital content and resources, for the exclusive use of persons with
disabilities, talking books for example, will also be developed and deployed.
 The absence of appropriate vocabulary for different subject areas in the different Indian
languages and the unfamiliarity of the cultural context can make digital communication
and resources inaccessible to students and teachers across the country. Efforts will be
initiated to develop appropriate word lists and dictionaries in Indian languages and wide
spread translations encouraged.

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ICTs for Open and Distance Learning

ICT provides potential for including bilingual, drop-out learners and reach interested students in
the remotest parts of the country. It emphasizes on the shift from mass produced educational
resources to customized support which addresses the needs of the globalised world through the
means of teleconferencing and Online available self-paced contents (such as MOOCs). National
Policy on ICT Education dictates the following regarding application of ICT in Open and
Distance Learning,

 National and/or State level Open schools will be strengthened by harnessing ICTs
innovatively. Access to e-books, digital learning resources, Digital Repositories (with
relevant learning resources) etc. will be developed by these institutions as student support
services. This will also be used for online capacity building for open and distance teacher
training.
 All Open and Distance Learning Systems will be automated and provide online, all
services including admissions, examinations, e-Accreditation and grievance redressal on
the lines of the National Institute of Open Schooling.
 The proposed mentoring system for students involving expert teachers will be extended
to these students also. Online courses, online on demand exams, and digital repositories
and content, media broadcasts planned through DTH/Satellite based, open learning
systems allowing multiple entry and exit points, opening out the school resources to non-
formal students, guidance and counseling, will result in effective use of ICT for open and
distance learning.

ICTs for MIS

Management Information System (MIS) serves as an operational tool to manage the applications
run by ICT in an organization with its database monitoring and reporting the functionality of ICT
enabled technology periodically. In order to implement a uniform MIS across the nation,
National policy recommended the following,

 States will adopt or adapt an e-governance and automated school administration

programme for schools, build capacities for its implementation and deploy school based
Management Information Systems (MIS). These MIS will be integrated with the
proposed state wide web based School Education Management Information System.
 A school wide local area network enables automation of a variety of processes.
Beginning with library automation, locally cached offline access to internet resources,
office automation, maintenance of records, student tracking, resource planning, using the
existing ICT infrastructure will increase efficiencies. At the same time, savings in cost,
time and effort will also accrue. The school wide local area network will be used to
facilitate this automation.

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A school MIS should be a country wide network connecting schools, teachers, students, school
managers and the encourage participation of the whole community. It will serve as a single
approachable unit to obtain information related to the secondary school system which will
facilitate the research and development of the institution along with guiding decision making
regarding enhancing ICT competency for the institution. The scope of information is to be
collated by the MIS will be broad and include student and teacher tracking, particularly for their
academic needs. The norms will also define standards of technology including language fonts,
word processors, technical dictionaries, etc. Open standards facilitating universal access to
information, content and resources will be ensured.

Provisions for Managing and Implementing the Policy

Programme Monitoring and Evaluation Group (PMEG)

When the ICT policy is to be implemented on one of the largest schooling systems in the world,
the responsibility of monitoring and management of the system should be well defined too.
National Policy for ICT education outlines the formation of the Programme Monitoring and
Evaluation Group (PMEG) under the aegis of Department of School Education and Literacy,
Ministry of Human Resource Development, Government of India. The primary role of the group
is to collaborate with the institutions and subject experts to develop norms, specifications,
guidelines, evaluation reports and more in order to provide States guidelines in implementing the
ICT programme.

Inter-Ministerial Group

Formation of an Inter-Ministerial Group is also endorsed by the policy comprising of the

Ministry of HRD, Ministry of Communications and Information Technology, Ministry of
Information and Broadcasting, Department of Space, Department of Science and Technology,
Ministry of Power, Ministry of New and Renewable Energy, Ministry of Labour and Ministry of
Rural Development and other departments dealing with education to guide technological choices
and offer cost effective and optimum infrastructure and connectivity.

The responsibility to review state of the art technology and compliance of infrastructure with the
ICT goals along with feasibility of implementation, finance, environmental footprints of the
same in the school sector. Regarding Technology choice reviews, it should include standards and
norms for computer configuration, input and output devices like scanners, printers and
projectors, operating systems and different software. Group is also responsible to provide norms
for Edusat terminals and pricing of enabling infrastructure and periodically review ICT and
education related issues emerging out of Acts and Policies in other sectors, particularly relevant
to security, copyright and effective use of ICT and guide States accordingly.

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National and State Level Agencies

Institutes like the National Council of Educational Research and Training, the Central Institute of
Educational Technology, the National Institute of Open Schooling, the State Councils of
Educational Research and Training, the State Institutes of Educational Technology or any other
public educational agency designated by the State according to the National Policy will develop
curriculum, resources, and undertake capacity building programmes, which will serve as models
for adaptation and implementation across the system. These agencies will come together to
compile digital content, resources and tools and norms for quality, universal open access for
different types of digital content as well as effectively manage EDUSAT networks to maintain
the wider reach to the audience.

State’s Participation in the ICT Policy

As education is placed in the concurrent list of the constitution of India, the National Policy on
ICT education defines the role of state government and relevant stakeholders to ensure the
implementation is thorough. Policy defines the task for the States in a two-fold manner:

 Define norms, standards, guidelines and frameworks to implement the policy in an

effective manner
 Facilitate and monitor the implementation of the policy in an effective manner.

The implementation of the tasks although would require the programme for action, a road map
and a feasible timeline which should all be based on National Guidelines and relate to norms set
by the same for infrastructure, implementation processes at various levels and capacity building
programmes e.t.c. Framework should be developed by individual states regarding development,
selection, evaluation, deployment in repositories and use of digital content. All the relevant
stakeholders should be efficiently facilitated to promote their participation in the ICT programme
and take their assistance in mobilizing the resources from private and community sources.
Digital repositories and a legal and regulatory framework should be developed, deployed and
maintained for their infrastructure including implementation of an appropriate capacity building
framework.

The Programme for Action as mentioned earlier should be drafted by the States that will guide
the functioning of ICT Programme in all the Government and Government aided secondary and
higher secondary region schools in the region. The whole programme is to be extensive enough
for covering till the upper primary stage ensuring that the development is carried in the private
institutions at the same level too. State is provided flexibility to utilize past experiences and
appropriateness to install an institutional mechanism and prepare designs for the implementation
of the ICT programme by when required, delegating responsibilities at school level.

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The States’ Department of Education should designate an advisory group to perform multiple
functions comprising guiding, monitoring and evaluation of the ICT programme in the State. The
group should consist of a reputed engineering institute of the State, University Departments and
other concerned departments. They should also be ensuring about the connectivity and electricity
among the schools which could be offered at negotiated norms for pricing, quality of service and
maintenance. The states should adapt the norms discussed at the national level for the all aspects
of the ICT implementation to keep up the uniformity, optimum utilization and high standards of
ICT in the State. The State should work towards minimizing the avoidable upgradation and
generation of electronic waste and should draft SLA for procurement, installation, operation and
maintenance procedures and draft appropriate agreements with the vendor/ agency.

Models for ICT Infrastructure suggested by the National Policy states Build, Own, Operate and
Transfer (BOOT) models to enhance reach of the programme in a brief span of time. In order to
avoid out of date equipment in schools, they can experiment with combinations of equipment
and manpower based on the feasibility and availability of the resources to them. The States are
asked to enhance regular teachers’ capacities and except for the +2 grade phasing out of a
separate teacher is required. Without compromising existing ICT programmes States should seek
to extend education to train youth after school hours where it is possible to establish appropriate
community partnership models for optimum utilization of infrastructure keeping in check the
safety of school property.

In order to monitor the risk of inappropriate content reaching the children via Internet or chances
of compromising one’s privacy or identity it is important for the State to customize advisories for
regulatory access and educating the users regarding these issues. Head of the institution and
teachers should be trained about appropriate regulatory measures too. Incentives can work as a
strong motivating factor for the teachers, students and schools to recognize, showcase and
promote initiatives and talent. States can also look into Partner/Sponsorships with Banks,
Corporations and Charitable Institutions regarding accessing easy loan schemes for obtaining
ICT equipments, awards and various professional support packages.

Financing and Sustainability

The efficient allocation of the resources is necessary for proper utilization of ICT resources and
it can be achieved by Central and State sponsored schemes which are supplemented by public,
private and corporate partnerships. States should maintain a directory of the volunteers, resource
persons and support institutions for facilitating their participation in the ICT programme. It is the
responsibility of every school to customize an ICT plan, based on the learning needs of the
students and training requirements of the teachers and administrators in a cost effective manner.
The plans designed by the schools need to be reviewed at District and State level to ensure that it
follows the guidelines, standards and norms set by the government and for maintaining the total
cost of operations low and optimizing investments.

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Monitoring and Evaluation

State advisory group as mentioned above plays a key role in the monitoring and evaluation of
ICT resources and planes, they will perform this duty by identifying the criteria, performance
measures and periodicity of monitoring and methodology that is adapted by the reporting
institution. Adopting a hierarchical model in monitoring of the mechanisms run under the
flagship of IC programme, every school is asked to devise a School Education Management
Information System (SEMIS) and DISE that would look over the school’s initiative while the
reporting of the progress and achievement is done to the State Advisory group which is
monitored by National level agencies.

An independent third party evaluation of the programme will be undertaken at particular stages
in the project. This agency will be identified by the State and the criteria for evaluation would be
structured on the topics related to policies of the ICT Programme, infrastructure, digital
resources, capacity building and the overall management of the programme. The reported results
would be disseminated widely to promote best practices and promote these practices among
other institutions.

The policy needs to be updated and revised based on the change in circumstances in the region
and institutions every two years. This change is brought upon by consulting all relevant stake
holders including but not limited to Inter-Ministerial, the States’ advisory groups, the monitoring
and evaluation findings, the programme monitoring and evaluation group.

State ICT Policies

The country currently constitutes of 29 states and 7 union territories out of which 3 states have
customized the National ICT policy based on the circumstances in the State and their literacy
needs. Bihar, Orrisa and Tamilnadu have formulated their state policies in line with the National
Policy which will be illustrated as below.

Bihar

ICT vision of the State involves an endeavor for rapid expansion and growth of knowledge based
economy in the state and to bridge the digital divide which separates the citizen in urban areas
from those in rural areas by creating an unparalleled IT infrastructure & deliver online services
to every citizen in the state. ICT policy is broadly divided at two levels: School and College. As
per the policy published in 2011, the scheme is providing aid to 619 middle schools which was
proposed to extend to 1000 schools in 3 to 5 years phase by phase.

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School
CAL under the aegis of Sarva Shiksha Abhiyan (SSA) works towards aiding the school organize
interactive education to children of classes from VI-VIII through the virtue of computers. In
addition to the interactive education, all Government and Government aided Secondary and
Higher Secondary Schools will provide basic computer literacy courses through a computer lab
with broadband internet connectivity reaching almost 1000 schools which was proposed to be
able to cover almost all the schools in the state within the span of 2 years.
State policy states that the Government will take up intensive computer training of at least 10%
of teachers in Higher Secondary Schools and progressively train at least 2-5 teachers in all other
schools. Schools would be introduce IT in all the subjects from the Higher Secondary Level and
in order to promote it further separate special classes comprising Project Management, Project
Development and Software Skills would be introduced. State government urged stakeholders to
identify knowledge partners that would help in designing IT curriculum to be applied at school
and college level promoting primarily soft skills like communication skills and personality
development. State Government proposed to design the infrastructure and reserve the rights of
girls and various categories of differently enabled persons by considering them for special
preference for their admission to IT courses.

College

State policy has made the accessibility to the about 400 e-courses designed by faculty of IITs and
IIS Bangalore under the National Programme on Technology Enhanced Learning which is made
available to the University level students through the Virtual Classrooms enabled with 1 GB
connectivity provided under the National Mission on Education through Information and
Communication Technology (NME-ICT).
Constituent colleges and Universities were prepared to be installed with Computer Labs which
has according to the report provided in the year 2011 has reached 14 University and this
initiative was proposed to connect all the colleges/universities under NME-ICT project by 2015.
The need to enhance the R&D to increase the impact of ICT in education was identified by
proposing that the relevant stakeholders should be able to recognize the focus areas of research
needed in the ICT area. In order to promote the researchers employed in this field, appropriate
scholarships would be provided to deserving candidates from Bihar to take up Doctoral and Post
Doctoral research in the ICT area.
Bihar Knowledge Society (BKS)
Bihar Knowledge Society would be responsible for developing 5 IT Training centres per district
in order to impart computer literacy and certificate courses (short, 6 months) to provide
opportunities for unemployed educated youth in various IT skills in PPP mode. These centres
would receive appropriate funding from the State Government.

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Centre of Excellence for IT
Technical Education Quality Improvement Program (TEQIP) would aid in setting up of
technical, institutes in the State which would also be developed into Centre for Excellence for IT.
This initiative has reached 46 colleges that have adopted the neigbouring ITI and Polytechnic
institutes under its umbrella.
Other Thrust Area
It was proposed in the State Policy that the institutes will design IT courses/training modules for
the accounts, commerce and any graduates so that they can stand eligible for employment in high
end Knowledge Process Outsourcing Industry. The State proposed to setup EDI & SME
knowledge & Technology Centers to create skill developments and establish an international
level institute for IT Education and Training to assure rapid development of IT in the state.
Orissa
The Department of Information Technology, Government of Orissa released an official
resolution in 2004 regarding Information and Communication Technology Policy for the State.
The vision of the state comprises of well planned, robust and futuristic IT architecture in the
State and has dedicated a section in the policy document to Education and Training.
Computer Education at Schools
Schools under the State Policy would be provided starting from the primary level and State
would ensure that all school children are considered under the computer training program
through appropriate initiatives. Teachers would be provided with up to date proper training on
computer usage and IT applications and special training will be given to the teacher in-charge of
computer education under multiple schemes.
It is mandated by the State to enable all the Universities and Colleges in the State to be
connected via Wide Area Network and Internet. This connectivity will be employed to provide
online education, career counseling, online selections and interviews and such relevant tasks.
It has been urged in the policy that the IT education and training provided by the institutions and
training houses in the State would be following Industry friendly curriculum and the consultation
for the same would be drawn from the Academia and Industry. Including Entrepreneurship
Development Programme would become a part of the school and college curricula to ensure the
compatibility of the education that is imparted in higher educational institutes and the
contemporary job culture.
Government has emphasized on the maintenance of Manpower planning on a continuous basis
for IT services available at the institutes. The state government would monitor the existing
capacities available with various technical institutions in the State on IT related subjects.
Tamilnadu
Tamilnadu released its state’s ICT policy embracing the vision that it shall be the ICT hub of
South Asia by creating a knowledge driven ecosystem, leveraging entrepreneurship and
promoting socially inclusive growth to achieve a 25% production share of the Indian ICT
industry.

40
The role of ICT in Research and Development has been emphasized in the policy where
institutes in the state were asked to focus on fundamental and applied research in the ICT sector.
Students opting for pursuing research in Doctoral and Post Doctoral courses in the ICT area
would be provided with incentives. The State Government would help facilitate the collaboration
between the educational institutes and industries to identify the pressing area of focus and
provide incentives to outstanding students. Government has also extended to collaborate with
industries to establish and upgrade labs and research parks in existing institutes focusing on
specific research initiatives.

Emerging Trends with regard to National and State Policies

National Policy on Information and Communication Technology in School Educational plays a
pivotal role in defining the role of ICT in the educational scenario of India and providing a
roadmap of the potential that can be realized with effective planning and implementation at
Central and State levels.
The pedagogical transformation that ICT can present in the learning environment is phenomenal
by providing learners to have access and editorial privileges to idea and educational content.
Paradigm shifts in Model, Focus, Role of learner and Technology have been observed in the
educational environment. This has presented the opportunity to all the students to become
adaptive with the reformed curriculum than just being an active participant.
It is apparently visible that the National Policy for ICT in education outlines every minute
aspects involved in the planning and execution of ICT in the curriculum whereas out of the 29
states and 7 union territories, only 3 states have taken the initiative to define the position of ICT
at their level. For the pace that Information and Communication Technology is evolving, the
status of inclusion of ICT in all the States’ and Union Territories’ policy calls for a prompt
recognition.
It is commendable that the State policy about ICT research and efforts regarding Capacity
Building at School and College levels are encouraging. However, the same should also be further
extensively described to include the aspect of infrastructure and Digital Resources that may suit
the regional needs as well as the specific responsibilities of the State’s advisory group and
related monitoring initiatives.

41
 Abstracts of Researches

ICT as a revolutionary force has been recognized to be included in mainstream pedagogy

whether it’s incorporated in curriculum dissemination or if it’s used in acquainting teachers with
appropriate training to translate theoretical knowledge into more comprehensible mode of
learning.

Researches focused on ICT integration into mainstream pedagogy of the institution.

Kumar, R. (2015). Effectiveness of computer assisted instruction as remedial teaching for

learning disabled children. Unpublished Ph.D. Thesis, Chaudhary Charan Singh University

Among the different categories of children with special needs, children with learning disability
form an important and emerging area. Learning disability constitutes the most rapidly growing
area in special education. The term ‘learning disability’ as first used in 1963 by Prof. Samuel
Kirk to describe students having difficulties in schools who had no other obvious disability.
Although there is no universally accepted definition, students with learning disabilities exhibit
significant academic difficulties that cannot be attributed to any other special education condition
and that cause them to need extra assistance to be successful in school. A variety of
characteristics have been identified in students with learning disabilities, but the most common is
a specific and significant discrepancy between ability and achievement in at least one area of
academic functioning, learning disabilities are also called sometime as ‘hidden handicap’
because children with them often have strengths that mask weakness in specific areas. Different
types of instructional approaches and teaching tactics are used by teachers and other
professionals to help students with learning disabilities to be successful in school and in life. The
findings of the study provide the awareness to the teachers, parents and guardians of learning
disabled children. The educational implications of the findings of study are as follows: 1. All
games and simulations may be used for helping the learning disabled children because in CAI
package, all games and simulations are easy to download and supported almost all the operating
systems. 2. The findings of the study may be developing the tendency of practices, trial and error
habits in students. 3. It was found that the CAI package may provide to be effective but is not the
panacea for students with learning disabilities. 4. The findings of the study that CAI package
may improves the thinking process of learning disabled children can also be useful in providing
the ways to teach for learning disabled students. 5. The findings of the study reveals that the CAI
package may be helpful in making teacher awareness to teach as teaching material. The teachers
may be used the selected games and simulations as a teaching material to improving the
performance of students. 6. The findings of the study may be helpful to identify the learning
disabled children in classroom and but CAI package is useful for student for class II-IV.

Trivedi, M. C. (2015). A study of ICT awareness need and use among secondary and higher
secondary school teachers of saurashtra region of Gujarat. Ph.D. Thesis, Saurashtra University

42
The investigator has taken the proposed study to know ICT awareness, use and need of
secondary and higher secondary school teachers of Saurashtra region. It will also help the
investigator in term of feasibility of conducting the study. Further, keeping the time factor in
mind, the investigator has decided to limit the study only to the schools of Saurashtra region.
Even very few research studies have been conducted in this regard to know the ICT awareness,
use and need in different dimensions, like, for academic development, professional development
and personal development. The present study may through some light on these matters. Hence
the present study is an attempt to know the ICT awareness, use and need of secondary and higher
secondary teachers. There was a low degree of awareness of secondary and higher secondary
teachers in computer, internet and other components of ICT. 2. There was a low level of usage of
ICT resources by the secondary and higher secondary teachers. 3. Majority (44.51%) of the
teachers told that they were not using ICT resources due to lack of skills. 4. Secondary and
higher secondary teachers have shown low level of need for ICT for their knowledge and use. 5.
Medium of Instruction at Secondary level of the secondary and higher secondary teachers was
found not related with the ICT awareness, use and need of the teachers. 1116. Type of School
where secondary and higher secondary teachers were teaching was found significantly related
with their ICT use. Private school teachers were found more in ICT usage in comparison to that
of the private aided school teachers. Whereas, the same variable was found not related with the
ICT awareness and need of secondary and higher secondary school teachers. 7. Age was not
related with the ICT awareness, use and need of secondary and higher secondary teachers. 8.
Gender was found not related with the ICT awareness, use and need of secondary and higher
secondary teachers. 9. Stream was found not related with the ICT awareness, use and need of
secondary and higher secondary teachers. 10. Degree was found related significantly with the
ICT need of secondary and higher secondary teachers. ICT need of graduate secondary and
higher secondary teachers was lower than that of the post graduate teachers. Whereas it was
found not related with ICT awareness and use of secondary and higher secondary teachers. 11.
Training of teaching was found not related with the ICT awareness, use and need of teachers.
112 12. Designation was found not related with the ICT awareness, use and need of teachers. 13.
Marital Status of the teachers was found not related with the ICT awareness, use and need of
teachers. 14. Category was found not related with the ICT awareness, use and need of teachers
15. Teaching Experience was found related significantly with the ICT awareness of secondary
and higher secondary teachers. That is less experienced teachers more aware about ICT in
comparison to more experienced teachers. Whereas it was found not significant for the ICT use
and need of secondary and higher secondary teachers. 16. Total salary was found related in case
of ICT awareness and use of teachers. That is less salary paid teachers know more or aware more
about ICT than the more salary paid teacher and their degree of use of ICT was more in
comparison to the more salary paid teachers, whereas it was not related with the ICT need of
secondary and higher secondary teacher. 17. Level of teaching was found not related with the
ICT awareness, use and need of secondary and higher secondary teachers. 113 18. Teaching
subject was found not related with the ICT awareness, use and need of secondary and higher

43
secondary teachers. 19. Medium of Instruction at higher secondary level was found not related
with the ICT awareness, use and need of secondary and higher secondary teachers. 20. Computer
training was found related significantly with the ICT use of secondary and higher secondary
teachers. That is computer trained teachers use more ICT resources for their classroom teaching,
professional development and personal development than the computer untrained teachers.
Whereas it was not related significantly with ICT awareness and need of secondary and higher
secondary teachers. 21. Possession of Personal Computer was found not related with the ICT
awareness, use and need of teachers.

Balaji, S. (2014). Effectiveness of ICT in the education of Visually challenged children.

Unpublished Ph.D thesis, Tamil Nadu Open University.

The society is fast changing with technological advancements. Special children cannot be left
behind. Mastery over the content matter alone is not sufficient. The academics should have a
sound knowledge in various educational technologies available for the people with disabilities
and the necessary skills in using them in the teaching – learning process. The researcher analyzed
various technologies used for visually challenged students and their limitations. In Tamil Nadu
most of the schools use Braille. Very few schools use some other technologies; in particular
JAWS for teaching visually challenged students. This study was conducted to find out the
effectiveness of ICT in the education of students with visual impairment in Tamil Nadu. The
purpose of this study was to investigate whether there is significant difference among the
experimental group which is taught with ICT and those who are taught in the traditional Braille
method. It was also aimed to investigate the significant differences among the sub groups of the
experimental group with regard to age gender, socio economic status, locality, ICT awareness,
community, religion, nature of blindness, type of blindness, etc. The study has proved that ICT is
effective in the education of the children with visual impairment and its relationship of
effectiveness with other categorical variables. It found that there are significant differences
among various sub groups, meaning that the ICT is effective for some groups and not so
effective for other groups.

Kaur, R. (2012). Effect of computer assisted instruction CAI on achievement and attitude
towards science in relation to cognitive style at elementary school level. Unpublished Ph.D
Thesis, Kurukshetra University.

Cognitive learning style of the student has been found to have potential and great implications
for the educational process (Sternberg & Grigorenko, 1997) and is described as a model in which
students approach, acquire, organize and process the information. According to Witkin, et al.
(1971) and Witkin & Goodenough (1981), cognitive learning styles are the consistent manner in
which an individual perceives and carries out intellectual activities, memorizes and retrieves
information. Though, CAI has been found to be effective in individualized tutorial form and also
as supplement to the conventional teaching but unfortunately many CAI programmes have
neglected cognitive learning style and the processes of how student learn. Understanding of

44
students’ attitude is important in supporting their Achievement and interest Towards a particular
discipline however, earlier research studies focused mainly on Science in general (Dawson,
2000) and less attention was paid to specific branches like Biology, Physics or Chemistry (Salta
& Tzougraki, 2004). Thus, in the light of the observations made above, the objective of the
present study was to make an investigation of the effect of CAI on the academic Achievement
and Attitude towards Science of field dependent and field independent students. The study
showed that the use of individualized CAI just like any other new technologies improved the
academic performance of students in the teaching and learning of Science, and that gender has no
effect in the use of CAI among the students. However, cognitive style of the student does
interfere with their 109 performance. Where field independent students can learn independently
through CAI, field dependent students need help of the teacher/mentor and perform better in
conventional classroom teaching. CAI brings positive change in students’ Attitude towards
Science hence develops students’ interest in subject. Based on these findings the following
recommendations were made: 1. Since this study showed that individualized form of CAI
enhance the academic performance of the student, so, CAI should be utilized to improve quality
of education at school level. 2. When instruction is administered in accordance to the cognitive
style of the learner, their academic Achievement can be enhanced. 3. Presence in the Science
classes can be increase by proper utilization of CAI in student centered approach. 4. Teachers
should be trained to properly integrate computers in their daily classroom processes. 5. The
Government and non-government agencies should equip both urban and rural schools with
computers and new technologies for easy access by both teacher and student. 6. There should be
a provision of regular supply of electricity to schools at all times. 7. Teachers in schools should
be given free and compulsory computer training to enable them use these new technologies when
supplied to them. 8. Teachers should be motivated to prepare CAI of their own keeping in view
the requirements of the students/classroom. 9. There is a need to conduct more studies on
Computer Assisted Instructional techniques over large student sample for an extended period in
different subjects and stages of schooling. 110 Further, studies need to be done from rural and
urban areas, different socio-economic status and ability groups. 10. There is ample scope of
incorporating recent technologies to include animations, simulations and interactive technologies
to improve the effectiveness of the CAI technique.

Sisiliya, K. (2011). Efficacy of instructional methods and materials prepared and used in the
selected schools of Manipur state. Unpublished Ph.D. Thesis, Avinashilingam Deemed
University for Women

The application of instructional package in classroom has a great impact on teaching learning
process. Among the three methods, computer assisted instruction is the most effective method
followed by learner-centered teaching method and visual aids. Focusing on the principle role of
instructional methods and materials, it has significant value in the improvement of the quality of
teaching learning process. The results of the present study point out that the application of
instructional package as supplementary strategy in teaching social studies was found to be

45
effective and significant because the developed instructional package increased the interest and
enhanced the motivation level of students. It was found to be equally effective for both low
achievers, high achievers and average. The conclusion is evident that the computer assisted
instruction (CAI) is the most effective method followed by learner centered teaching method and
visual aids for teaching social studies at secondary level. Such educational materials can serve as
either alternative or supplementary material to direct teaching. Therefore, the efficient use of
instructional method and materials should be ensured at all the levels of education. The
instructional method and materials can have an enormous effect on the academic performance of
students if the standard quantity and quality of instructional material items are properly allocated,
equalized per student and efficiently used.

Sirohi, S. (2009). A study of effectiveness of Computer assisted instruction followed by various

teaching methods in terms of achievement of secondary school students. Unpublished Ph.D.
Thesis, Chaudhary Charan Singh University.

In the present study, three methods of science teaching were compared after CAI. For this
purpose students of class VII were taught by those methods separated. Achievements scores of
the students before and after the treatment of these methods were measured. On the bases of the
findings of the present study out of the three teaching methods of science at secondary level that
is CAI followed by discussion method, CAI followed by demonstration method and CAI
followed by activity method. The most effective teaching method in class room setting is the
CAI followed by activity method for both boys and girls. it can be concluded group wise that
CAI followed by activity method was found most effective method for teaching science to
secondary school students and CAI followed by discussion method was found less effective than
CAI followed by activity method but, was found only little more effective than CAI followed by
demonstration method. This study provides knowledge about the suitability of different teaching
methods used in science teaching. This study also provides awareness of different teaching
methods of science to the in-service teachers and they may utilize this knowledge to look into
and modify their teaching methods.

Researches focused on Attitude of teachers towards using Information and Communication

Technology.

Siddiqui. J.S. (2017), A Study of Perception of Teachers and Students towards e-Pathshala,
Unpublished M.Ed. Thesis, Department of Educational studies, Faculty of Education, Jamia
Milia Islamia, New Delhi

The study intends to know the perception of teachers and students towards e-pathshala and to
analyze and to analyze the both positive and negative aspects of e-pathshala on learning. Two
KV schools were selected as sample in which teachers and students were using e-pathshala. All
of the participants responded with favorable responses regarding the usage of e-pathshala among
which most faced connectivity issues while accessing e-pathshala. E-pathshala was deemed

46
useful with regard to benefitting self-learning, concept clarification and making the content
interesting. Students mentioned benefits like making educational resources more feasible and
helping them with acquainting with the subject matter ahead of time.

Ghaus G (2017), ICT Usage In Madrasas: A Study Of Al-Jamiatul Ashrafia, Mubarakpur,

Master of Education Thesis, Department of Educational Studies, Faculty of Education, Jamia
Islamia University
There are both advocates and detractors of madrasa education, former make a connection
between religious extremism and religious education and thus accuse madrasas of being threats
to national security and later argue that till now there has been no conviction of anyone from
within the madrasa system in terror related activities and defend the system to be a part of
independence revolution. However there has been a significant amount of criticism attributed to
the unconventional curriculum followed by the madrasas and in order to address the
contemporary trends followed by these institutions to modernize education the present study was
conducted. One institution AL-JAMIATUL ASHRAFIA was considered with 10 teachers and
100 students to be the sample for the study. Checklist, Questionnaire and an interview schedule
was designed for the study to assess the availability of resources, to assess the ICT skills and
usage by students and teachers. It was found that the ICT resources such as desktop computers,
laptop, digital camera, printer, scanner, projector, audio equipments and internet connectivity
were available along with the madrasa’s own website. However, 60% teachers weren’t
acquainted with any course in ICT but most were proficient in MS Word especially in Inpage
Urdu software. Almost all of the teachers had developed content related to classroom
presentation. Results showed that 61% students were very confident in various basic computer
skills. Social networking sites were found to be very popular with regard to web engagement and
sharing relevant education. Among the pool of participants, most expressed that they use internet
daily and 1 to 3 hours daily among them used online sources to search for information.

Hasan T. (2017), A Study of Perception of Teacher-Educators and Student-Teachers towards

use of ICT in Urdu Medium, Unpublished Master of Education Thesis, Department of
Educational Studies, Faculty of Education, Jamia MIlia Islamia, New Delhi

Keeping in mind the importance of ICT, ICT has been included in B. Ed. And M. Ed. Program as
a subject to enhance the professional capacity of student-teachers in teaching-learning process,
material development, developing collaborative network for sharing in learning. At present
scenario we come across that the ICT is largely used in teaching of English medium and in
teaching of other languages and subject making teaching-learning process very easy. But in the
field of Urdu medium, ICT is rarely used that considered is big tragedy. Sample consisted of 2
teacher training institutes (Jamia Milia Islamia and Al-Flah University) for observation and
analysis. Findings of the present study yielded that all teacher educators like to use IT in teaching
because it creates opportunity to share study materials and experiences as well as facilitates
collaborative work between students, increase insight and understanding among students. There

47
has been mixed views reported on the behalf of Teacher-Educators regarding usage of ICT in
preparing exam paper and result, online video conferencing, developing teaching resources,
seminar paper and online interview. Almost all student teachers favored ICT tools to improve
teacher learning process and explained that concept could be better understood through use of
ICT. Only half of the students received feedbacks from their instructors through email
communication and all deemed online sources to be useful for admissions and scholarships
related information. There was an apparent lack of facilities and professional ICT training to
Teacher Educators.

Alam Q. (2017), Use of ICT in Political Science: A study of perspectives of teachers and
Students of Senior Secondary Schools in Delhi, Unpublished Master of Education Thesis,
Department of Educational Studies, Jamia Milia Islamia, New Delhi

The need for conducting this study stems from its contribution of knowledge, particularly its
generation of useful information to support future development in the use of ICT Political
Science in senior secondary schools. The present study investigated perspectives of 5 teachers
and 80 students limited to eleventh grade (Arts Stream) of South Delhi using convenient
sampling. Qualitative analysis of the data revealed that in terms of using internet and other ICT
as a resource for lesson preparation, most of the students rarely use it, while very few used the
internet to gather information regularly. The few teachers particularly felt that they had both
access and training inadequacy and hence were unable to utilize internet and other facilities. The
interest in pursuing training to hone the ICT related skills was found both in teachers and
students. Very few strong examples of integration of ICT into classroom teaching learning of
Political Science are visible, thouh very few schools do use the ICT tools and integrate teaching
of some lessons of political science with ICT tools; it is usually an information source than a part
of core learning process.

Viju, M J (2016), Application of ICT Information Technology and Communication in

Communicative Language Learning, Unpublished Ph.D. Thesis, Mahatma Gandhi University

The thesis discusses the application of ICT in English Language teaching, especially in
Communicative Language Learning at higher secondary level in Kerala. By using survey and
experimental method, the research arrived at the finding that incorporating ICT into the
curriculum as mentioned here can improve the writing, reading, speaking and listening skills of
learners besides supporting their creativity and independence in learning by the use of
collaboration and reflection.

Hariharan, R. (2015). Impact of Six Sigma–DMAIC approach in learning the concepts of ICT
education by secondary teacher trainees (Doctoral dissertation, Manonmaniam Sundaranar
University, Tirunelveli).

In pursuit of quality, educators are continuously engaged in a process of finding opportunities for
improvement of the learning process, the quality of learning experiences and the way education

48
is delivered. A special focus can be made on the use of the basic quality tools by educators to
solve problems and to improve the quality of the learning process in courses at higher education
institutions particularly in the teacher education. This study reveals that Six Sigma based
DMAIC technique can improve the quality learning process of the secondary teacher trainees. It
is in concurrence with the findings of Chlaidze & I. Linde (2006) who reported that the Six
Sigma pertains to improving the quality of matter taught, the character generated of the students,
and the quality of study and student’s life. They have also measured the Lecture quality and the
quality of learning materials. Their research work treated DMAIC, one of the sequences of the
Six Sigma methodology, and provided an overview of the statistical toolkit for improving the
teaching quality. The current study reveal that the control chart can show the common cause for
variation in the achievement tests formed due to the lack of cognitive, reading, note taking and
writing strategies. It is concurrence with the findings of Mirko Savic (2006) who indicated that a
control chart can reduce the common cause variation which is usually a student's responsibility,
for instance, poor preparation for exams, concentration, tiredness, etc. Further, they have stated
that, a control chart can reduce our chances of making possible errors. The present study
established the strategies to eliminate the learning defects by the control chart in teacher
education. It is in concurrence with the results of the Durga Prasad, Venkata Subbaiah and
G.Padmavathi (2012) who proved that the control chart help to monitor the processes in the
engineering education system. The current study asserts that the RTY value of achievement test
is influenced by the various psycho – somatic factors. It is in concurrence with the findings of
Keith Hargrove and Legand Burge (2002) who affirmed that the RTY value of retention of
Engineering students is influenced by financial aid, faculty – student relations and by academic
preparations which are most prevalent.

Saini, S. (2015). Ph.D Thesis. An exploratory study of use of ICT by teachers in relation to their
morale attitude towards ICT and technology competence.
It has been reported that if teachers already have negative perception towards the use of
technology, this may affect not only their teaching effectiveness but more importantly they may
become incompetent in using technology. The act of teaching along with high teacher morale,
positive attitude towards ICT and technology competence enforces the teacher to use ICT
productively to enhance the effectiveness of teaching and learning process for giving the best
output from the curriculum in the limited time in hand. It is important to evaluate teachers’
attitude towards ICT and their technology competence as ICTs are being implemented in both
private and government schools. Thus it is essential to investigate the impact of their attitude and
competencies towards ICT in determining the success of educational system. Sample consisted
of 200 Secondary School teachers from 40 private secondary schools in Haryana. Scales,
Opinionative, ICT attitude scale and Technology competence scale was used as tools in the
study. Majority of the teachers of selected secondary schools of Haryana were found to be at
moderate level in their use of ICT and approximately the same number of teachers were in low
and high level of use of ICT. The results indicated that use of ICT by female teachers was

49
marginally higher than their male counterparts. The reason could perhaps be that they had more
command over their subject. Their confidence level and healthy relationship with the staff and
students could be another contributing factor towards better performance. Percentage of teachers
with high level of morale was comparatively higher than teachers with low morale. This may
have been due to ten factors viz- teacher rapport with principal, satisfaction with teaching,
rapport among teachers, teacher salary, teacher load, curriculum issues, teacher status,
community support of education, school facilities and services and community pressures used for
defining secondary school teachers’ Morale. Results also indicated that there exists no significant
difference between gender and morale of teachers. The present study on the basis of attitude
towards ICT revealed that the majority of the secondary school teachers’ attitude towards ICT
was neutral. Results of the present study showed that the teachers’ attitudes towards ICT were
the principal determinant of effective ICT use in classroom. The teachers with high level of
technology competence made use of ICT more. This could have been due to teachers’ personal
feelings. While the schools encouraged ICT use, the real take-up depended largely on teachers’
skills and attitudes to IT in general.

Afsana, Ayesha (2014), Information and communication in education, Unpublished Ph.D.

Thesis. Assam University
The study formulates the research problem on the basis of an extensive survey of the literature
and draws inferences from analyses of the field data collected by administering structured
interview schedule to the sampled 495 students studying in the higher educational institutions of
Silchar town. The units of the study were selected from the universe of the students in Silchar
town with the help of stratified random sampling technique. The collected data were organized
and analysed through bi-variate and multivariate tables. The analyses were placed in the context
of socio-economic and academic background of the respondents as well as socio-historical
development of Silchar town. The socio-economic background of respondents includes family
structure, religious, linguistic groups, etc. in Silchar town. Most of the male and female students
belong to the General class category and the age group of 18-23 years. They hailed from both the
rural and the urban settings of the north-Eastern region, and majority of them know languages
like Hindi, English, Arabic and Assamese, including their mother tongues.
On the whole, ICTs have become important tools for learning among the minority students,
particularly the Muslim students. The students use these tools for their learning activities.
Internet, mobile phone and the satellite television are the major ICTs used in the teaching and
learning activities of both the rural and the urban students studying in the higher educational
institutions in Silchar town. In order to prepare students more effectively to 262 participate in
ICT-driven education, greater commitments and willingness to share and adopt innovative
solutions are needed from all aspects of society such as governments, private sector,
communities, donors, parents and students. Higher educational institutions should be
transformed into active learning environments open to their communities. Telecommunications

50
and power infrastructure policies should focus on these institutions as starting points for social
change.

Anitha, M. (2013). A study on the perceptions of teacher educators towards the application of
computers in teaching learning process, Unpublished Ph.D thesis, Andhra University,
Vishakapatnam
Computer Education has become a compulsory subject in Teacher Education and both teacher
educators and student teachers started using computer education in all areas of teacher education.
During the use of computers in teacher education, it is observed that both from the context of
facilities, awareness, skill, applications and evaluation the teacher educators always felt sensitive
in integrating the computer education. Hence it is felt that this study on perceptions on the
application of computer education in teacher education is taken up. The findings of the research
that the teacher educators could visualise the availability and the extent of computer education in
teacher education institutions. It is found that teacher educators have good computer operational
skills but the facilities to apply and integrate computer education in teacher educational
institutions is very nominal. The facilities available in the college for presentation and actual use
of computers are highly different. In limited sense only the teacher educators are utilizing
internet in their day to day academic updates. Using of computers in the evaluation process is
also very minimum, at the most they are using for tabulating the marks and grades of the
students.

Azimi, H. M. (2013). Readiness for implementation of e learning in colleges of education and

assessment of e learning needs among its faculty members and students. Ph.D Thesis, University
of Mysore

Study aimed to assess readiness in e-learning implementation with respect to ICT infrastructure,
human resources, finance, psychological and content from point view of heads/ principals of the
colleges of education and analyze needs on e-learning components, e-skills knowledge of faculty
members and students of B.Ed. colleges affiliated by University of Mysore in Karnataka state of
India. Numbers of Education Colleges as sample were 35 which have been distributed in
different districts; Mysore city, Mandiya, Kollegal, Acetate Town and Hassan districts. Criterion
variables included; readiness for implementation of e-learning and needs assessment. Also
background variables covered; gender, types of institutions (Governmental /Private aided /
Private Unaided), different teaching learning subjects (Science/Art/Language), level of education
(UG/PG/Doctorate) and Length of experience in years for faculties. Three different
questionnaires (readiness for implementation of e-learning questionnaire, faculty members’
learning needs questionnaire and students’ e-learning needs questionnaire) were made by
researcher. Sample size to represent for heads/principals were 31, for faculty members were 186
and students were 346. All three tools were in English language but they become translated to
Kannada language (local language of the Karnataka state) also. All tree questionnaires were

51
validated to check on face and content validity scanned and reviewed with the help of 8 experts
before pilot study. A pilot study was conducted on a sample of 31 questionnaires for readiness
tool, 45 faculty members and 45 students. The reliability of the tools were established with
Cronbach Alpha Coefficient method for all the questionnaires, found to be satisfactory; .6532 for
Heads/principals, .9138 for faculty members and .8980 for students. The survey took 24 weeks to
complete from June to December 2012. The results were analyzed by PASW Statistics 18 and
interpreted using the statistical techniques of independent samples t test, one way ANOWA,
Duncan. Seven hypotheses were developed for this survey.
In hypothesis related to readiness for implementation of e-learning it was found that “There is no
significant difference between the following categories of teacher training colleges with
reference to their e-Learning implementation from point view of heads/principals” with respect
to ICT infrastructure readiness, human resources readiness, budget and financial readiness,
psychological readiness to implementation of e-learning, content readiness to implementation of
e-learning. After analysis of related questions it was found to be same for all types of institutions
as the observed contingency coefficient to be non-significant. In hypothesis related to faculties it
was found “There was no significant difference between/among the following categories of
faculty members with reference to their e-learning system components needs, current level
knowledge and needs on e-skills” with respect to gender, length of experience, level of
education, types of institutions and different types of subjects revealed none significant
difference/influence by various selected demographic variables. But for type of institute the test
revealed a significant difference in the mean scores of knowledge in e-skills of the faculties
working in different types of colleges. It is evident that those faculties working in private-
unaided colleges had significantly higher knowledge compared to teachers working in
government and private-aided colleges. Also faculties teaching different subjects differed
significantly in their current e-skills knowledge scores as the obtained in test scores, it was found
to be significant The mean knowledge scores of the faculties teaching science, arts and language
revealed that those with arts subject had least knowledge scores and those faculties who were
teaching science had highest scores and language faculties in between. In hypothesis related to
students it was found there was no significant difference between/among the following
categories of Students with reference to their e-Learning system components needs, current level
of knowledge on e-skills and needs on learning in e-skills with respect to gender, type of
institutions and different types of subjects. But in different types of subjects mean values with
different superscripts are significantly different from each other as indicated that those students
studying in arts and languages had least knowledge scores and those students who were studying
in science stream had highest scores and language students in between.

Sree Rekha, R. (2007). Attitude of secondary school english language teachers towards the use
of ICT in teaching english. Ph.D Thesis, Manonmaniam Sundaranar University

52
The main objective of the study was to identify the attitude of secondary school English
language teachers towards the use of ICT in teaching English.
Majority of the secondary school English language teachers (90%) have a positive attitude
towards the use of (ICT in teaching English. Of the 90 per cent, the attitude of 53 per cent of
teachers is positive to a great extent and the attitude of 37 per cent is positive to some extent.
Only 10 per cent of teachers reported to have negative attitude to the use of lCT in teaching
English. 2. Gender has no influence on the attitude of secondary school English language
teachers towards the use of (CT in teaching English. Gender wise comparison (t = 1.15; p > 0.05)
revealed that there is no significant difference in the attitude of male and female secondary
school English teachers. 3. Locality has no influence on the attitude of secondary school English
language teachers. Conclusions follows that management-wise comparison of the attitude of
secondary school English language teachers reveals no significant difference in the attitude of
teachers who teach in government, aided and private schools. Comparison of scores using One-
way ANOVA (F = 2.48; p > 0.05) clearly illustrates that type of management fails to exert any
influence on the attitude of teachers. 5. On the basis of experience, teachers were classified into
three categories. Teachers with 3 years or less experience fall under the first category. The
second category constitutes of teachers with 4 to 7 years experience and those with 8 years and
above experience are put in the third category. Comparison of the scores on the basis of the three
groups using One-way ANOVA revealed that no significant difference exists in the attitude of
teachers classified on the basis of experience (F = 1.24; p > 0.05). Teacher's attitude towards ICT
remains the same, in spite of the difference in the years of teaching experience. 6. Irrespective of
the difference in gender, locality, management of teaching experience, majority of the secondary
school English language teachers display uniformity in their attitude pattern. Teacher's attitude is
highly favorable to the use of lCT in teaching English. All the above mentioned factors fail to
cause an effect in the attitude of teachers towards the use of ICT. A good number of secondary
school English language teachers (57%) are of the opinion that their schools have lCT facility.
Here, 37 per cent of teachers admitted that their schools lack ICT facility. Only 52 per cent of
teachers share the view that the available facilities are used effectively. Forty-eight per cent of
teachers acknowledge that their schools fail to use the available facilities effectively. 8. In the
opinion of 64 per cent of teachers, the attitude of school authority is favorable towards lCT
usage. They promoted the usage of lCT in teaching-learning process. But, 36 per cent of teachers
expressed the view that the attitude of the school authority is unfavorable, as they do not promote
the lCT usage. 9. Most of the secondary school English language teachers (90%) are of the view
that students enjoy the use of ICT. A difference of opinion is expressed only by 10 per cent of
teachers. They believe that students do not enjoy the use of ICT in teaching-learning process. 10.
To a great extent, the success of ICT integration depends upon the available suitable measures
like educational software and games. Only 40 per cent of teachers reported that their schools
have a good collection of educational software and games. Majority of teachers (60%) are of the
view that schools do not possess software and games enough to facilitate lCT integration. 97
Summary, Conclusions revealed that a very high percentage of teachers (90%) are willing to use

53
lCT in future if they are provided with necessary training and support and 10 per cent of teachers
do not like to use lCT even if they are assisted by adequate training and support. Possession of a
Personal Computer is disclosed only by 45 per cent of teachers and 60 per cent of teachers
admitted to use computer to enrich their profession, even though they do not have a personal
computer. Internet connectivity is enjoyed by 44 per cent of teachers. 13. lCT devices play a
significant role in making lCT integration a success Teachers opined that almost all secondary
schools have basic ICT devices. Telephone (98%), radio (97%), tape recorder (86%) and
television (88%) are the most commonly available basic devices. A good number of schools have
advanced ICT devices. A vast majority (92%) of teachers reported the availability of computers
in schools and 68 per cent of teachers claimed that their schools have internet link. It is also
noted that 55 per cent of teachers asserted the presence of IT labs followed by LCD (30%).
Language lab (28%, Fax (13%) and CCTV (5%) are the devices that are available only in select
schools. It is high time to equip all schools with advanced lCT devices for their presence will
determine the success and future of ICT integration. Analysis of data helped to project the extent
and significance of certain factors that influence ICT integration. Attitude of school authority
(68%), MW 98 Summary, Conclusions and Suggestions personal interest of teachers (65%) and
training (64%) are identified as the most significant factors that exert great influence on teachers'
Id usage. In order to make ICT integration successful and effective, barriers to lCT integration
must be removed. This investigation helped to identify the main barriers to lCT integration. On
the basis of teacher's opinion, lack of support from school authority impedes ICT integration
greatly (88%). Lack of adequate resources (72%), lack of training and technical support (70%),
high cost of lCT devices (69%) and lack of lCT skills in teachers (62%) are the other important
barriers. Teachers express the opinion that the lack of interest from the part of teacher (56%),
lack of a uniform ICT policy (51%) and heavy workload of teachers (43%) can hinder lCT
integration considerably. Only a small proportion of teachers consider the lack of ICT literacy in
students (35%) and ethical, legal and safety issues (32%) as barriers to ICT integration.

Kumar Raja, A. (2004). Influence of creativity and awareness of information technology of

higher secondary school teachers on their teaching effectiveness. The Centre for Research St.
Xavier's College of Education, Palayamkottai

Teachers who are creative have already an edge over the rest in making their teaching effective.
When that is combined with the awareness of the latest technology, the idea holds good for the
future, of the students, education and the teachers themselves. Creative and updated teachers are
bound to be more effective in teaching than the rest. Effective teaching involves preparing and
planning for teaching, classroom management, and thorough knowledge of the subject matter,
positive personality traits and good interpersonal relationship. All these make a teacher very
successful in transmitting his knowledge, skills and values to the students. But those who are
creative make use of the above mentioned five dimensions in a much more innovative and
effective way than the others. This study intends to find out the influence of creativity and

54
awareness of information technology on the teaching effectiveness of the higher secondary
school teachers.
According to the results of multiple correlation analysis, creativity and awareness of information
technology are influencing the teaching effectiveness of the higher secondary school teachers.
This may be due to the fact that the teachers who are creative and empowered with the latest
technology are likely to gain more competence in teaching than others. Further it is observed that
creativity and awareness of information technology do influence the teaching effectiveness of
male higher secondary school teachers. This may be due to the fact that the male teachers who
are creative and empowered with 216 the latest technology are likely to be more effective in
teaching than their counterparts. Moreover, creativity and awareness of information technology
of the female higher secondary school teachers are influencing their teaching effectiveness. This
may be due to the fact that the ability to have divergent thinking and the knowledge of the latest
technology of female teachers help them to teach their lessons very effectively. However, it is
observed that creativity and awareness of information technology of married and unmarried as
well as graduate and post graduate higher secondary school teachers have a significant influence
on their teaching effectiveness. This may be due to the fact that irrespective of whether they are
married or not, more qualified or not, the teachers have been influenced by the knowledge of the
latest technology and this helps them to teach their lessons very effectively. Their ability to have
divergent thinking and the knowledge of the latest technology together makes them very
effective in their teaching. It is also observed that creativity and awareness of information
technology of the higher secondary school teachers with less than ten years of teaching
experience as well as those with ten or more years of teaching experience are influence their
teaching effectiveness. This may be due to the fact even the experienced teachers may have been
influenced by the on-going courses, workshops and training programmes in information
technology.

Researches focused on ICT integration teaching in various Subjects.

Sengamalaselvi, J (2016), Studies on effectiveness of ICT with geogebra and winplot as

learning tools, Ph.D. Thesis, Sri Chandrasekharendra Saraswathi Viswa Mahavidyalaya.

Information and Communication Technology (ICT) is an important instrument, which can

transfer the present isolated, teacher-centered, book-centered learning environment into a rich
student-centered environment. It is a new teaching-learning process, aims at transferring the old
traditional paradigm of learning to the new paradigm of learning and of course teaching. In this
sense, UNESCO is giving a high priority to the use of ICT for more equitable and pluralistic
development in education, and research work aiming to expand the knowledge base about the
issues pertaining in the implementation of ICT in education which mainly centered on interactive
learning environment. A strong literature review is made which paved a way for our research and
indicates an intrinsic gap to be filled in the studies on traditional and ICT based teaching
methods. Based on the literature, the work highlights in the area of mathematics, particularly in

55
the field of two and three dimensional analytical geometries. The issues related to graphical
representation of two and three dimensional diagrams are addressed with the help of Geogebra
(i.e. open source software), which can be downloaded by students without any cost. Necessary
attempts, including workshops were conducted for the success of addressing two and three
dimensional analytical geometry and addressing problems with Geogebra software are discussed.
Further the work extends, the implementation of ICT in the area of electrical circuit, to assess the
requirement of its necessary parameters with the help of winplot (i.e. open source software),
were also discussed. Statement of research teaching practices differs for primary, secondary and
higher education. Teaching Mathematics for these three category students plays a critical role.
How ICT tool can be used for teaching mathematics for those students effectively.∙ Comparison
of traditional teaching practice vs traditional practice along with ICT∙ tools methodology and
tools used For the present study the study groups were taken from Primary and Higher secondary
level. The Research design was descriptive experimental in nature. The study population
comprised of student from Primary and Higher secondary level. The population ix source list
was generated from selected school level students. The sampling unit derived from population
comprised both Male and female students (At primary level 1 to 5, Higher secondary level Plus
one). The required samples for the experiment (Primary-15, Higher secondary school-28) were
chosen among the target group by conducting preliminary Screening test with pre-deterring cut
off marks. The selected samples were underwent experiment for verifying the effectiveness of
utilizing Geogebra and winplot, ICT as learning tools. The experimental design validated the
effectiveness through pre and post test. Implementation of ICT as a whole in education may
require a decade due to socio-economical factors and studies related to ICT alone may result in
vein, so the work is focused to compare conventional teaching practice with and without
incorporating ICT. Better results are obtained for studies made with the implementation of ICT
along with the traditional approach rather than simply conventional alone. Measures are taken to
quantify the results obtained during the comparative study using statistical based software ( i.e.
Design Expert 7.0) is an another milestone of our study. Our study concludes that incorporating
ICT with traditional approach is beneficiary to students in all means. The result shows that there
is a significant difference in the learning impact among the students using conventional method
and conventional method with ICT tools. The results of the research work created a major impact
on the educational system especially in Mathematics. Findings of the study: Conventional
method of teaching when supported with open source software helps a better understanding of
Mathematical concepts. The introduction of two and three dimensional graphical representation
and animation simplifies and clarifies the mathematical concepts like Analytical Geometry and
Calculus. Instead of just imagining the figure as in the conventional method, the students are able
to visualize through Geogebra software. There are various benefits in using Geogebra software in
teaching Mathematics for Higher secondary students. The following are the advantages of using
Geogebra software; Students are able to understand easily difficult concept in simplified
Graphical and dimensional representation.

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Kaur, J. (2015). Effectiveness of an environmental education programme utilizing ICT in
influencing environmental sensitivity awareness ethics and attitudes among secondary school
students. Unpublished Ph.D. Thesis, Kurukshetra University.

The focus of the study was to ascertain the relative effectiveness of an Environmental Education
Programme Utilizing ICT in Influencing Environmental Sensitivity, Awareness, Ethics and
Attitudes among Secondary School Students. The investigator decided to develop an
Environmental Education Programme Utilizing ICT and study its effects in influencing
Environmental Sensitivity, Awareness, Ethics and Attitudes among Secondary School Students.
Environmental Education Programme Utilizing ICT motivates the students to present their views
regarding environment concepts and they also show concern about the environmental problems.
So, the Environmental Education should be imparted to the students through the use of ICT.
Teachers should get opportunities to attend workshops and refresher courses etc. to equip them
to prepare Environmental Education Programme Utilizing ICT and present the concepts to the
students with the help of this programme. All the major Environmental Educational concepts
should be included in the Secondary School curriculum. Innovative instructional strategies for
Environmental Education curriculum transaction should be used. Teachers should sensitize the
students and make them aware of all the Environmental issues and aspects. Rigorous training
should be given to pre-service and in-service teachers to learn, to select and blend the different
strategies used for preparing ICT based programmes for transaction of the content of
Environmental Education. The educational institutions should organize refresher courses for the
in-service school teachers to train them to prepare and use the ICT based strategies in transaction
of content of Environmental Education in the classroom and become better prospective teachers.
The head of the institutions should arrange Environmental Education programmes based on ICT
and modern techniques. The principals should arrange seminars, discussions etc. for developing
environmental sensitivity, awareness, ethics and positive attitude among teachers and students in
the school. More books, journals etc. based on Environmental Education should be made
available in the school library. Teachers should be encouraged to participate in seminars,
workshops and refresher courses conducted on Environmental issues. Sufficient financial aid
should be allotted to organize nature club and sufficient audio visual aids, internet facility should
be made available in the schools to explore the Environment. The natural environment and
natural resources should be protected and conserved. The government should enforce it through
laws and insist the Education Department to instruct the school students to protect and conserve
our natural environment. The secondary schools should organize nature club and all the students
should be members of this club. The government should also take initiative to allot funds to the
schools for organizing nature clubs and for developing innovative teaching strategies for
Environmental Education. Teachers should be encouraged to use innovative practices in teaching
Environmental Education utilizing ICT. They can be motivated and encouraged by the
government by giving certificates and awards to those who are doing innovative practices in
developing new strategies of teaching Environmental Education. Effective steps should be taken
for revising the present secondary school curriculum with more environmental issues and aspects

57
included in it. So, in the curriculum subject matter of that type should be added 21 where teacher
can use the ICT based programme, to keep pace with the changing society. Teachers should get
orientation in teaching through Environmental Education Programme utilizing ICT and students
should be oriented to the ICT based concepts, based on the newly as well as technically
introduced curriculum on Environmental Education at all levels of the education.

Dnyaneshwar, S. (2014). The Impact of Information and Communication Technology on

Teaching English Tenses at the Secondary School Level. Unpublished Ph.D. Thesis, Faculty of
Humanities and Social Sciences, Symbiosis International University, Pune.

The dissertation is an attempt to study the impact of ICT on teaching of English tenses at the
secondary school level. The study is carried out to bring out the relevance and practicality of
integrating ICT as a teaching aid into the teaching of English tenses at the secondary school level
in Pune. The main objective of the present study is to find out whether ICT can contribute to
better teaching of tenses especially at Marathi Medium Secondary School Level. The findings of
the present study show that there is a considerable change in the learning of tenses with the help
of ICT. Students learnt tenses in a better way through ICT. Learning tenses through ICT
motivated and created interest among learners. It boosted their enthusiasm to participate in
various activities conducted in the class. They became active, attentive, curious and showed
involvement in the teaching-learning process. ICT helped to have a lively classroom, where
interaction was from both the ends.

Bahadorfar, M. (2014). The effect of computer assisted language learning on EFL learners
attitudes towards learning English vocabulary. Unpublished Ph.D. Thesis, University of Mysore

This study presented an evidence for facilitating effect of CALL on EFL learners’ vocabulary
learning. In the current study, autonomous learning, giving immediate feedback, could be
essential reasons for the effect of CALL on learners’ vocabulary. The autonomous learning
provides learners to have control on their own learning at their own pace.
In this approach, the teachers are responsible for directing the learners and solving software
problems, but learners are responsible for their own learning. In traditional instruction, learners
have oral explanations of teachers in class. CALL instruction provides learner native
pronunciation audio visually which can help them to correct their pronunciation mistakes.
A quasi-experimental study of computer application and traditional method was implemented
with 60 participants at Mysore University for about eight weeks. The participants were randomly
divided in to two groups of 30, namely experimental and control. Experimental group received
CALL instruction and traditional instruction was used in control group. The data was collected
from the results of the pre-test and post-test and two attitude questionnaires. For all descriptive
and inferential statistics SPSS 15 version were applied.

58
Angel Rathnabai, S. (2014). Effectiveness of ICT Infused Instructional Design IIID in
methodology of teaching mathematics at secondary level. Unpublished Ph.D. Thesis. Education.
University of Mysore.

Society faces a tremendous development in technology and communication spectrums that has
its impact on school system. So the focus of the schools has changed to prepare students to face
21st century with a new skill sets. As ICT is believed to challenge students‟ thinking and engage
them in investigations for them to demonstrate a higher order of reasoning, teachers are expected
to use ICT by adopting a, transmission‟ view of teaching. Effective uses of ICT enable students
to focus on reasoning rather than on answers, and enable them to develop significant strategies
and connect ideas with the real world. Teachers can use ICT effectively in teaching only when
they are trained on ICT-pedagogy integration. Therefore, teacher education plays a vital role in
training pre-service teachers in ICT-pedagogy integration. There are several approaches for ICT
integration in teacher education programmes recommended by national and international
agencies, among which infused model is recommended for better ICT pedagogical integration.
The present study is about finding the effectiveness of ICT Infused Instructional Design (IIID) in
methodology of teaching mathematics at secondary level on confidence in using ICT, knowledge
on ICT, attitude towards ICT, ICT skills and techno pedagogical competency in teaching
mathematics. A curriculum was developed by infusing ICT components in all ten units of
“Content and Methods in Teaching Mathematics” course of B.Ed programme offered by Tamil
Nadu Teacher Education University (TNTEU) by describing the instructional strategies to be
followed by teacher educator to transact the content and learning activities for student teachers to
practice. The ICT infused course content, instructional strategies and learning activities
altogether is termed as ICT Infused Instructional Design (IIID) in methodology of teaching
mathematics at secondary level. The study is quasi experimental in nature with pretest-posttest
three group design. 58 students belonging to mathematics stream of three B.Ed colleges affiliated
to TNTEU were taken for this study where one group was exposed to IIID in methodology of
teaching iv mathematics (infused model), second group to enhancement programmes on ICT
(integrated model) and third group to bridge course on ICT (complementary model). Five tools
namely ICT confidence scale, ICT knowledge scale, ICT attitude scale, observation schedule for
ICT skills and observation schedule for techno-pedagogical competency in teaching mathematics
were developed and validated to collect data for this study. Resources, software and hardware
required for transacting the content were developed, downloaded or collected respectively and
the interventions were implemented for one academic year. The study revealed that the ICT
infused instructional design in methodology of teaching mathematics (IIID-MTM) was effective
than other two treatments in developing knowledge on ICT, confidence in using ICT, attitude
towards ICT, ICT skills and techno pedagogical competency in teaching mathematics (TPC-
TM). The mean gain in knowledge on ICT, ICT confidence and attitude towards ICT was found
to be higher in the group exposed to IIID-MTM than the other two groups. Adjusted means of
the group exposed to IIID-MTM when pre test scores were taken as covariate was found to be
higher than the other two groups with respect to knowledge on ICT, attitude towards ICT and

59
confidence in using ICT. This shows that IIID-MTM is effective than bridge course and
enhancements programmes on ICT. The elective course “computers in education” has not
influenced student teachers ICT knowledge, confidence, attitude, skill and TPC-TM. It was
found that the knowledge on ICT and attitude towards ICT predicts ICT skills, but knowledge on
ICT was found to be contributing higher towards ICT skills than the attitude towards ICT.
Though attitude towards ICT and ICT skills were found to be predictors of TPC-TM, attitude
towards ICT was found to be contributing more than the ICT skills. On the basis of these
findings it is concluded that ICT infused instructional design in methodology of teaching
mathematics is effective in developing confidence in using ICT, knowledge on ICT, attitude
towards ICT, ICT skills and techno-pedagogical competency in teaching mathematics. The v
findings of the research have several implications for the present teacher education programme.
Teacher education curriculum need to be redesigned to infuse ICT throughout the curriculum
that can bring change in preparedness of pre-service teachers to use ICT in teaching, thus
meeting the demands of the school system.

Baby, J. (2013). Developing a computer assisted instructional package for learning organic
chemistry at higher secondary level. Ph.D Thesis, School f Pedagogical Sciences, Mahatma
Gandhi University, Kottayam.

Science is a systematic knowledge of our environment. Science education has become

mandatory at all level of education from primary to higher education as recommended by
University Grant Commission. The Indian Education Commission (1964-66) recommended
teaching Physical and Biological Sciences from the primary level. Chemistry is one of branch of
Science and it develops scientific understanding, attitude, interest, scientific skills etc. National
Policy on Education (1986) emphasized the need of achieving minimum levels of Learning at
school level. This may help teachers in organizing meaningful teaching learning experiences and
adopt innovative methods and approaches in teaching. The computer has witnessed a wide range
of applications in virtually all human endeavors. It has also found its way into the classroom, and
educators now look in its way as a panacea to prevalent pedagogical challenges. Researchers
have indicated that appropriate use of the computer for science instruction facilitates teaching
and learning. Computer assisted Instruction (CAI) is a supplementary instructional strategy in
effective teaching, in the same line CAI is also used in Chemistry teaching. In this paper,
researcher elaborates use, utility and importance of CAI in Organic Chemistry teaching. A
preliminary survey was conducted to find out the present status of teaching Organic Chemistry at
higher secondary level. A questionnaire, prepared by the investigator was used to collect factual
information from twenty teachers who were handling Chemistry in the higher secondary level.
The data revealed that there are some problems inherent in the teaching of Organic Chemistry.
Hence the investigator decided to develop a Computer Assisted Instructional Package for
learning Organic Chemistry at higher secondary level. The different phases involved in the
preparation of the package are analyzing phase, Designing phase, Developing phase,
Implementation phase and evaluation phase. The effectiveness of the prepared package on

60
achievement in Organic Chemistry was then found out. Experimental method was used for this
purpose. Non equivalent pre test-post test design was used with a sample of 340 higher
secondary school students. The effectiveness of the package was tested on some other related
variables like Chemistry Attitude, Chemistry Interest and Metacognitive Awareness of higher
secondary students. The statistical techniques used for the present study were t-test, ANOVA,
ANCOVA etc. The findings of the study revealed that the prepared package is effective in
enhancing Achievement in Organic Chemistry, Chemistry Attitude, Chemistry Interest,
Metacognitive Awareness and Retention capacity of higher secondary school students. The study
implies the application of integrated modern technologies in the teaching-learning process in our
classroom.

Kumar, R. (2013). Exploring the efficacy of computer assisted learning in addressing alternative
frameworks among learners in science. Unpublished Ph.D Thesis, Department of Education,
University of Delhi

The study explores the teaching learning contexts in science classrooms with respect to two
aspects. The first aspect is related to the teachers' natural dispositions towards formation and
addressing of the Alternative Frameworks and the second aspect to the possible sites of
formation of Alternative Frameworks among learners of science. An attempt to understand the
science teachers’ perceptions about Alternative Frameworks in relation to the use of Computer
Assisted Learning has also been made. This understanding has been used further in two ways –
firstly, for identifying the characteristics of a desirable computer-assisted learning program as
per the perceptions of science teachers and secondly, for evaluating the features of some of the
existing computer-assisted learning programs in science. Significant implications on Science
Education have emerged on the basis of the findings of the study. Also, a need to develop an
appropriate Computer Assisted Learning Program for addressing Alternative Frameworks among
learners of science has emerged. The analysis of data gathered from the science teachers reveals
that such a Computer Assisted Learning program may enable the science teacher to meet the
challenges, which at present, are being faced to a large extent and the teachers are not able to
address them. The findings of the study reveal that the issues of availability, awareness and the
experience of using Computer Assisted Learning program/s among science teachers also need to
be addressed. The findings contribute towards developing an understanding of the characteristics
of a desirable computer-assisted learning program that can be used for addressing Alternative
Frameworks among learners of science.

Khasnis, B.Y. (2011). Development of computer assisted instructional material for remedial
measures in geometry. Unpublished Ph.D Thesis, Karnataka University.

The present study is an effort to make available quality software that could provide assistance to
children in learning skills in mathematics. Schools have been teaching mathematics on
compulsory basis through all the stages because of its multifarious and many sided values of
human being. National Policy of Education (1986) remarkably suggests that —“Mathematics

61
should be visualized as the vehicle to train the child to think, reason, analyze and articulate
logically.” Attainment or achievement in mathematics is based on mastery of fundamental skills.
The new curriculum in Mathematics at secondary school level demands for rapid learning and
clear understanding of new curriculum. In this curriculum more concepts, theories, theorems,
principles, axioms, postulates, formulae have to be taught and students have to be trained in
solving numerical problems. The researcher had observed the achievement of the students in
Mathematics at secondary school level. The achievement of some students may be cent percent
in mathematics and at the same time the rate of failure in Mathematics and in different
examinations is considerably higher than the other subjects. Moreover students who is learning
Mathematics as compulsory subject has not only to cope with mechanical problem solving but
also the problem of drawing, arranging, construction, identifying figures, as demanded by the
occasion keeping these requirement of the students learning geometry motivated researcher to
undertaken such study. Although recent years have seen a significant growth in the development
and use of computer aided instructional packages, much less materials are available for teaching
mathematics than for other subjects. However, there are many mathematical programmes using a
drill and practice format. These are common in today’s school. Unfortunately they are not
congruent with our current understanding of how to foster the skills in children. There is a need
of designing educational programmes as all curricula, with specific target goals and desired
outcomes in mind. The goals must be considered before and not after the producing the
development. The methodology being proposed in this study is simply a new application based
on techniques that have long been a part of conventional instruction. Considering the complex
nature of subject and lack of quality software, there is an acute need for developing computer
software that could aid children in developing skills in geometry. The use of computers for this
purpose has certain advantages like interactivity, motivation, self learning etc., to exploit the
application of computers for guiding students in developing skills in geometry is hence timely.
The results of the present study was in consonance with the results of many of the experimental
studies demonstrating construct of instructional material of computer software and effectiveness
of computer assisted instruction for better student achievement in Geometry.

Kumud, K. (2011). Effect of information and communication technology ICT on the students
achievement in Mathematics at secondary level. Unpublished Ph.D. Thesis.
Maharshi Dayanand University.

In the present scientific and technological age, since the conventional teaching methods are not
sufficient to arouse interest among the students and do not meet up to the intellectual,
psychological and emotional needs of the students in the new millennium, the methods of
teaching mathematics need to be changed. The integration of technology into teaching and
learning of mathematics has also not escaped the attention of educators. As a discipline,
mathematics too is very much influenced by the rapid development of Information and
Communication Technology (ICT) and mathematics educators have been looking at ways to
integrate ICT into the curriculum over the last decade. The key benefit promotes greater

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collaboration among students and encourages communication and sharing of knowledge. ICT
gives rapid and accurate feedback to students and this contributes towards positive motivation. It
also allows them to focus on strategies and interpretations, answers rather than spend time on
tedious computational calculations. Recent developments in technology have changed the world
outside as well as inside the classroom; making it quite eye-catching and interesting for the
students to know and to learn. Developments in the application and dissemination of knowledge
and information technology have had changing demands on education. The infusion of
information and communication technology (ICT) into teaching and learning and for that matter
into actual and virtual classroom has generated much interest in educational research in recent
years. ICT have the potential of proving an alternative and more effective teaching and learning
tool in education. Evidence emanating from research literature suggests that ICT has a powerful
and significant impact on education both in terms of students’ affective and cognitive outcomes
in learning any subject of their choice. It has tended to make learning joyful and lasting in very
many ways. So the investigator decided to develop syllabus based Power Point Programme to
teach Mathematics to the students of IX class and study its effect on them.

The present thesis attempts to demonstrate the effectiveness of ICT for teaching of Mathematics.
The study establishes the effectiveness of ICT by comparing the achievement scores of IX class
of two groups (Experimental and Control group)by teaching the topic ‘Surface Area and
Volume’ in Mathematics from their prescribed syllabus. The PPP was developed by the
investigator includes text, pictures, graphics animation audio, video clips. This thesis develops an
approach to understand the making of PPP and study its effectiveness. The findings of the
present study are exerted to benefit the students, teachers and teacher educators. Pre-test, Post-
test, control-quasi - experimental group design was employed with purposive sample in the form
of intact sections of class IX of the same school. It involved two groups of students, experimental
group and control group. The experimental group was taught using ICT and control group was
taught the same content through traditional method. The design comprised of three stages. The
first stage of the study involved testing of students’ achievement adjusted on their intelligence
and socio-economic status in both the groups .Cattell’s Culture Fair Intelligence Test and Socio
Economic Status Scale by N. Kumar et al. were the standardized test used at this stage .The
second stage involved experimental treatment. The experimental treatment consisted of teaching
the topic ‘Surface Area and Volume’ to IX class students using ICT to experimental group and
through traditional to control group. In the third stage the students of both the groups were post
tested on the achievement in Mathematics and confidence level in answering the questions.
Achievement test, opinionative for teachers, development of PPP for instructional treatment were
the self developed tools used for the present investigation. Descriptive statistics such as means,
S.Ds and ‘t’ value were worked out on the score of Achievement and TCLAQ .At the end of
experimental treatment the group of students taught Mathematics using ICT method Showed a
significantly higher gain score on the Achievement test and TCLAQ than the group of students
taught through traditional method. The results of this analysis are statistically significant and
have important practical applications for the field of education. ICT has the unique strength of

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communicating the difficult concept in simpler ways and, thus offers several advantages to the
field of education.

Singh, Kamal. D. (2010). Development of Computer Assisted Instruction in Accountancy and

Evaluation of its Effectiveness at Senior Secondary School Level. Unpublished Doctoral Thesis.
Delhi: Jamia Millia Islamia.

The concepts of CAI, TI & effectiveness of CAI were operationally defined for the study based
on Quasi-experimental comparative design. Methods of Instruction-Experimental group taught
through ‘Computer Assisted Instructions plus Traditional Instructions’ (TI with CAI) and
Control group taught through ‘Traditional Instructions only’ (TI). Mean score of achievement of
the students. Population: All students receiving education in commerce stream at senior
secondary school level and studying Accountancy as one of the core subjects; Sample: A small
group of 80 students studying in a Public School (affiliated to CBSE) at New Delhi (India), as
students under a formal system of education receiving education in Commerce stream, divided in
two sections (kept intact) of Class XI (Commerce) forty students in each section; studying
Accountancy as one of the core subjects. The ‘purposive sampling’ method of data collection
was adopted.

A CAI package was developed and validated for the experimental group. To evaluate the
effectiveness of CAI from the students who experienced CAI, a questionnaire was prepared,
validated, and standardized. Pre-test, for mean achievement score from both the groups, was
conducted. Experimental group was taught through the developed Computer Assisted
Instructions and the control group through the operationalized version of Traditional
Instructions; the content remaining the same for both groups. Post-test, for mean achievement
score from both the groups, was conducted. Responses on a specially prepared Questionnaire, for
the evaluation of effectiveness of Computer Assisted Instructions, were requested from the group
of students who had received instructions through computers. T-test was used to judge the
statistical significance of the mean scores in intra-group comparison of pre-test and post-test
achievement scores in accountancy.

On comparing the mean gains, a comparative increment of 15.97% was recorded by ‘TI with
CAI’ group over ‘TI’ group. On analysis of the responses of the questionnaire developed for
effectiveness of CAI; 89.5% of the students stated it be internally effective, 85.3% found it to be
comparative effective, 55% of the respondents reflected that the developed CAI tried to cover the
Definitive Fine points, and 81.5% found CAI to be Overall effective with an overall average of
77.82% responses favored the effectiveness of Computer Assisted Instruction. The analyses
indicate that ‘TI with CAI’ is more effective than ‘TI’; and Computer Assisted Instructions
(CAI) work effectively as a method of instruction. Computer Assisted Instruction should be
supplemental to the regular teaching process, where the teacher should act as a facilitator for
interaction between a student and a computer. CAI should also be part of Teacher Education
Curriculum.

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Researches focused on use of ICT in Teacher Training.

Sure, S. (2010). A study of factors influencing effectiveness of computer education course in

B.Ed programme. Ph.D Thesis, University of Mysore.

According to the National Policy on ICT at School Education, government intends to introduce a
programme of ICT literacy across all secondary schools in the States within the XI plan period.
Hence teachers need to incorporate technology into the lessons. So ICT has been made a
compulsory component of teacher education programme in India, particularly at secondary level
(NCTE, 2006). The University of Mysore introduced Information Communication and
Technology as a component of secondary teacher education by introducing a compulsory paper
„Computer Education‟ in the academic year 2005-06. The present study explored the factors
influencing the effectiveness of computer education course. The study predicts the computer
competency and computer self-efficacy of the student teachers. Present study employed survey
method. Multistage sampling technique was employed in this study. 16 B.Ed. colleges affiliated
to the University of Mysore were randomly selected. 578 student teachers from these B.Ed.
colleges were selected by stratified random method. Teacher educators teaching computer
education course in selected 16 B.Ed. colleges constituted teacher educator sample of the study.
Seven tools developed and validated for the study measured student teachers‟ computer
knowledge, computer skills, attitude towards computer use, and computer self-efficacy, teacher
educators‟ computer knowledge, computer skills, and attitude towards computer use, and
institutional e-maturity. Descriptive analysis was used to study institutional e-maturity and
teacher educators‟ computer competency, paired t-test was conducted to find the effectiveness of
the course, ANCOVA technique was employed to identify the factors influencing outcome of the
course and multiple regression analysis was carried out to predict the computer competency and
computer self- efficacy of the student teachers. The findings revealed that B.Ed. colleges
affiliated to University of Mysore have moderate e-maturity. It was also found that though the
institutions have better e-learning resources; its integration across curriculum was poor. Teacher
educators have average computer knowledge, are perceived to have high levels of computer
skills, and have highly positive attitude towards computer use. The computer education course
was found to be effective in bringing significant improvement in computer knowledge, computer
skills and computer self-efficacy of student teachers. Subject background was found to be a
factor influencing on computer knowledge, computer skill and computer self-efficacy of student
teachers. Gender was found to be a factor influencing on student teachers‟ computer knowledge
and attitude towards computer use. Student teachers‟ computer knowledge and computer skills
were influenced by institutional e-maturity. Computer knowledge and attitude towards computer
use of student teachers were influenced by teacher educators‟ computer competency. Student
teachers‟ pre-computer competency was found to the major predictor of student teachers‟
computer competency; even in the case of computer self-efficacy, student teachers‟ pre-
computer self-efficacy was found to be a major predictor. The findings have implications for
utility of available resources in teacher education institutions, training of teacher educators for

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enrichment of computer knowledge and integration of computer in teaching and learning, and
process of implementation of computer education course in B.Ed. programme.

Researches focused on difficulties in implementation of ICT and relevant

recommendations.

Shravan K. (2014), Study of difficulties in adopting ICT for teaching and measures thereby with
specific reference to select higher education institutions in Pune, Unpublished Ph.D. Thesis,
Bharati Vidyapeeth Deemed University.

We would like to recommend ICT Adoption Model to the higher education academia in India,
which may be at any stage of technology adoption. We have tried to make it as much universal
as possible so that without having to consider any type, stream or size of academia, model can be
applied. he research has identified major difficulties faced by educators in adopting ICT in the
form of – Awareness, Training, Existing capacity assessment, Planning etc. The idea behind
narrowing down to limited number of major hurdles was to recommend implementation
framework or ICT Adoption Model. Another important factor we found out was awareness of
students about various technologies. Today‘s student is never-before tech savvy. He has access
to the knowledge repertoire that is available on the internet. Hence it brings all that more
responsibility on teacher‘s shoulders to equip better while teaching. ICT can just be a facilitator
and a friend of teacher. Student awareness acts as an important influencer for educators while
adopting ICT. The study also reconfirms certain limitations of existing technology adoption
frameworks as well as comes up with altogether a new ICT adoption model more suited for
Indian higher education segment. With its spread and infrastructure availability, Indian higher
education sector has a lot of challenges in every change management. Its education system too is
now much Indianized when it comes to student backgrounds.

Maryam, M. (2013). Feasibility and application of ICT in secondary schools. Unpublished Ph.D
Thesis, Center for In-service Teacher Education, Department of Education, Osmania University

Information communication technologies (ICTs) are information handling tools that are used to
produce store, and process, distribute and exchange information. The Internet is a valuable
source of information used by students in projects and assignments. With over 50 million
websites on the net, the chances are that information on any subjects however obscure can be
found using appropriate tools. It also serves as a useful tool for lectures in helping to prepare
lesson plans using a number of sites dedicated to providing educational material. The high
schools may also be sensitized on the need to come up with ICT as a policy that would integrate
its use in all educational performance. Finally through this study an assessment is made to know
the feasibility of ICT in secondary 147 schools of Hyderabad and Ranga Reddy districts. Also
this study would assist the high schools to make informed ICT investment decisions in the future.
Present study found that all the principals appear to have average opinion about ICT
programmes. However principals of private unaided schools expressed better opinion than

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principals of private aided schools followed by government schools. Also principals who had
computer availability at home expressed better opinion than who did not have computer at home.
Moreover principals who had Internet connection at home had better opinion than who did not
have Internet connection at home. On the part of teachers, it was found that they had good
opinion about ICT programmes. Also teachers of urban area seem to have better than rural
teachers. Further teachers with 16 years teaching experience were more interested in the use of
ICT infrastructures and had better opinion than teachers had up to 11 years teaching experience
followed by 164 teachers with 11 to 15 years teaching experience. Moreover teachers who had
computer at home expressed better opinion than teachers who did not have computer at home.
On the part of students, it was found that, boys expressed better opinion than girls. Also it is
obvious those 12 years of students have better opinion than 13 years followed by 14 years and 15
& above. Further more students of private unaided schools expressed better opinion than students
of private aided schools followed by government schools. Also opinion of students who had and
used computer at home was better than who did not and not used computer at home. About
infrastructure facilities in the schools, it was found that condition of ICT and their usage were
good in private unaided and private aided schools and poor in government schools. On the whole
it was observed that ICT room in terms of location and space for accommodating students for use
of computers, ventilation and air condition system, climate-controlled and conducive atmosphere
for learning along with other infrastructure facilities, was better in urban than rural also private
unaided schools observed better than private aided followed by government schools.
Furthermore it was observed that utilization of ICT programmes in terms of function of computer
set, power supply and backup facilities, time slot and duration of the programmes, receiving
schedule of the programmes in advance, was found to be better in urban schools than rural
schools and also was found private unaided schools better than private aided schools followed by
government schools.

Narasimham, Y. (2013). Status of ICT utilization in secondary schools: practical challenges and
future recommendations a case of north coastal districts in Andhra Pradesh. Ph.D Thesis, Andhra
University.

The present study is considered to investigate only secondary school teachers towards using ICT
of working in government and private schools, rural and urban schools. The study is also limited
to the secondary school teachers of North coastal districts (Srikakulam, Vizianagaram and
Visakhapatnam) in Andhra Pradesh. It was noticed from the results that none of the above
dimensions are significantly differed with management within Srikakulam district. Private school
teachers showed more positive attitude and effective use when compared to government school
teachers. This may be due to the fact that private managements invest more on ICT related
equipment and maintain properly. The data obtained is that there is no significant influence
between government and private teacher on above dimensions within Vizianagaram district. It
seems that they could not have good access, less existence of computer skills, positive feeling
towards ICT like; ICT improves teachers and students research skills and helps in information

67
reinforcement. It was observed from the results that there is no significant variation between
management and ICT dimensions of policy & ICT and future education aspects. It may be due to
the reason that even government school teachers are also very much interested to use computer
facility in competition with the corporate school. It was noticed that management is not
associated with above dimension. It might be the cause that number of students using a computer
is very high, Lack of maintenance, lack of support from school, teachers and head teachers less
knowledge on Andhra Pradesh government ‟s ICT policy and all government policies lack of
explanation and teachers have to apply them without and not interested on future education
system.

Research Abstract related to ICT usage in School Education

Ramesh, B. P., & Dibaba, W. (2017). The Role of Effective Integration of ICT in Education,
especially in Primary and Secondary Education of Remote Settings. International Journal of
Advanced Research in Computer Science, 8(9).
It is obvious that ICT (Information and communication Technology) is affecting all sectors of
human activities such as business, entertainment, education, health, manufacturing industries,
etc. ICT’s are playing paramount role in the various sectors in different ways such as creating
more opportunities for an efficient and effective way of handling their businesses, facilitating
knowledge acquisition, sharing and utilization that enhances quality of life, providing lifelong
learning. Since education is one of the main keys to economic development and improvements in
human welfare, the effective integrations of ICT’s in the education sector to promote the
education quality and accessibility is unquestionably becoming indispensible. This paper
attempts to address the role of effective integration of ICT in education, particularly in primary
and secondary schools, pointing out prevailing challenges and opportunities. Finally, it attempts
to point out the how various stakeholders need to contribute for the effective integration of ICT
in education especial in primary and secondary schools.

Jain, M. M., & Tyagi, R. (2017). Education standard can be improved by integrating ICT in
education. International Education and Research Journal, 3(10).
Information and Communication Technology (ICT) can be utilized for the education sector.
Education includes online, distance and part time education. There are unlimited applications of
ICT in the real world. This paper is emphasized on the education field. Traditional Non-formal
education system process includes activities like admission, Individual Contact Programmes,
Exam for any course in a University or Institution. In this process ICT can play a great role in all
the activities by providing a lot of benefits to students, teachers, parents and Universities itself.
ICT can be used for providing education to the people who are not able to come to school due to
various constraints. ICT can play great role in formal and non formal forms of education. The
paper examines certain important issues related with the effective implementation of ICTs in all
levels of education and provides suggestions to address certain challenges that would help in the
implementation of ICTs in education and simultaneously enhancing Quality of education.

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Kumar, P., Mehera. C., (2016). Impacts of Education on Sustainable Development: A Micro
Study in Burdwan District of West Bengal, India. American Journal of Educational Research.
4(7):551-555. doi: 10.12691/education-4-7-7.

The present research paper attempts to examine the impacts of education on sustainable
development in the district of Burdwan, West Bengal. The study covers two hundred households
both in urban and rural areas consisting of ‘Below Poverty Line’ (BPL) and ‘Above Poverty
Line’ (APL) of Burdwan district in West Bengal. As a statistical method, Chi-square test was
used to examine the association between education and sustainable development of the
households. The analysis also includes historical evolution and principles of education conducive
to sustainable development. A conceptual framework has also been developed to visualize the
role of education for achieving sustainable development through a system model. A binary logit
regression model has been used to determine the extent of relationship between education and
sustainable development by a set of selected indicators. Again, students’t-test has been applied to
examine the hypotheses whether any variation about the impact of sustainable development in
terms of education among the households (i.e., rural and urban or APL and BPL families) exists
or not. Finally, it has been concluded that education have had a significant positive impact on the
sustainable development of households of Burdwan district in West Bengal.

Damodaran, L., & Sandhu, J. (2016). The role of a social context for ICT learning and support
in reducing digital inequalities for older ICT users. International Journal of Learning
Technology, 11(2), 156-175.
This paper examines the key role of formal and informal social support in reducing digital
inequalities by enabling the digital participation of older people. It is based primarily on research
conducted on the Sustaining IT use by older people to promote autonomy and independence
(Sus-IT) project in the UK over a four-year period working with over 1,000 older people using
mixed research methods within a participative framework. It is further informed by other studies.
The rich, multi-faceted evidence reveals on the one hand the extensive learning and support
needs and requirements of older users of information and communication technologies (ICTs)
and, on the other, the dearth of reliable and ongoing support provision. ICT learning and support
in the UK relies primarily on the goodwill of friends and family and on the availability of staff
and volunteers in community venues, such as public libraries. Arrangements are often ad hoc and
variable in quality and reliability. In a facilitated workshop, the learning and ICT support needs
of older people and their preferred forms of provision were documented and deliberated. This
generated a clear set of user requirements. To meet these requirements a proposition for
community-based ICT support provision has been developed and refined. The paper concludes
with consideration of this proposition which offers a powerful way to reduce the widespread
digital inequalities among older people.

Shradha H. Budhedeo (2016). Issues And Challenges in Bringing ICT Enabled Education To
Rural India. International journals of Scientific Research and Education, 4(2), 4759-4766.

69
Three-quarters of India’s people reside in the rural areas and 30 percent are below the age of 15
years in their peak formative years of schooling. Nearly a third of rural India is still illiterate. The
silver lining is that the enrollment and attendance ratios in rural schools have registered
improvement over the past six years. In this situation, ICT enabled education in rural areas can
be an innovative option to fill this literacy gap and to upgrade the teaching-learning process in
the rural schools for tapping the huge reserves of human resources. In the process of bringing
ICTs enabled education to the rural masses, there are many issues and challenges facing the rural
education centers. The study explores these challenges and suggests suitable strategies for
enabling smooth implementation of ICTs in rural education sphere for ensuring maximum
impact and fuller utilization of resources.

Iftekhar, S. N., & Jihye, H. (2016). ICT based education for literacy in India: Vision beyond
2015. International Journal of Information and Education Technology, 6(5), 388.
Proportion of adult illiterates has improved in many countries over the last decade. Yet, the
number of adult illiterates in India has remained the highest at 287 million since 1990 to 2010
because of the population growth. India constitutes of more than one-thirds of the world’s adult
illiterates which needs serious attention from the government. Defining literacy has been a
debate in India, as in many developing nations. Literacy should be recognised as a continuum
and as the laying stone of lifelong learning. Adaptation of skills and Information Communication
Technologies (ICTs) with functional literacy skills as base for lifelong learning has to be a core
element of the basic education agenda in India post 2015. The goal, targets and indicators for
literacy have to be defined in a way that makes sense in relation to an overarching human
capability agenda. Furthermore, multiple literacy skill levels need to be recognized. In India
there is need to expand formal and non-formal adult education with the concept of life-long
learning using ICT. It is suggested in the paper, how India can develop a strong and effective
ICT based education system to impart literacy.
Chinara, S., Sahoo, R., & Dwivedi, A. (2016). Blended evaluation: A paradigm change in
higher education by the use of ICT. Conference Paper in International Conference on Innovative
Research in Computer Science, E-learning, and Information & Communication Technology
(CSIT- 2016) organized by Krishi Sanskriti, Jawaharlal Nehru University, New Delhi, 7th May
2016

Teaching and learning are the continuous processes where one can gain, share and evaluate the
knowledge. Since ancient time, conventional class room teaching and conducting examination
are predominant in the teaching learning process. However, the development of ICT has brought
a revolution by outreaching millions of students at a time to share the knowledge in real time.
Blending of the conventional method with ICT has made the education system time-flexible,
economic and efficient. The examination writing has been replaced by online quizzes, mobile
apps, and discussion forums for face-to-face interaction. Massive Open Online Courses
(MOOCs) have made the teaching learning process still simpler and interesting. This paper

70
discusses the blended method of teaching learning, evaluation and discussion. The detail design
of a mobile quiz application for on-the-fly evaluation has been discussed thoroughly.

Arya, A. (2016). Understanding Components of Educational Transformation in Respect to

Curriculum, Assessment, Skills, ICT, and Faculty Development (In Reference to Some Inputs for
Draft NEP 2016').
The advent of New Education policy 2016 has been announced at the right time as this is so
much needed with absolute change in knowledge-awareness among learner’s community and
system’s inefficiency to bout them; also can’t afford not to mention the kind of impact the global
air of technological advancement and innovations have made. This paper is an effort to bring
some unspoken amendments, the mechanism, their implementation and positive impact on the
concerned community that the committee has been successful in being ignorant of. The paper
tries to create space to explore more avenues and scope to the existing framework for its readers.
Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21 st Century’s Teacher
Education. International Journal of Education and Information Studies, 6(1), 1-6.

ICT is a scientific, technological and engineering discipline and management technique used in
handling information, its application and association with social, economic and cultural matters
(UNESCO, 2002). ICT stands for Information and Communication Technologies. ICT is a part
of our lives for the last few decades affecting our society as well as individual life. ICT which is
now broadly used in educational world. Teacher, Student, administrator and every people related
to education are popularly used ICT. Teacher use ICT for making teaching learning process easy
and interesting. A competent teacher has several skills and techniques for providing successful
teaching. So development and increase of skills and competencies of teacher required knowledge
of ICT and Science & Technology. In modern science and technological societies education
demands more knowledge of teacher regarding ICT and skills to use ICT in teaching –learning
process. The knowledge of ICT also required for pre-service teacher during their training
programme, because this integrated technological knowledge helps a prospective teacher to
know the world of technology in a better way by which it can be applied in future for the
betterment of the students. Now – a-days ICT‟s are transforming schools and classrooms a new
look by bringing in new curriculum based on real world problems, projects, providing tools for
enhancing learning, providing teachers and students more facilities and opportunities for
feedback. ICT also helps teachers, students and parents to come together. Continuous and
Comprehensive Evaluation (CCE) helps students as well as teachers to use more technology for
making teaching learning more attractive for the betterment of our future generation. Teachers
must know the use of ICT in their subject areas to help the learners for learning more effectively.
So, the knowledge of ICT is very much essential for the both prospective teachers as well as in-
service teachers also. This will help teachers to know integrated technology with classroom
teaching. This paper discussed about the role of ICT in 21st Century’s teacher education.

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Misra, R., Misra, R., Srivastava, S., & Srivastava, S. (2016). M-education in India: an effort
to improve educational outcomes with a special emphasis on Ananya Bihar. On the
Horizon, 24(2), 153-165.

The purpose of this paper is to undermine the role of cellular technology, government and the
funding agency to deliver reliable and cost-effective health services for the people living in the
bottom of pyramid and remote areas of the country where quality healthcare facilities are not
available. The people living in rural Bihar (India) have a limited education and are reluctant to
visit the female healthcare centers. The Ananya Bihar project has employed volunteers from the
same community and aid from the foundation and government to improve the maternity and neo-
natal healthcare initially in eight districts of the state. The study reviewed various m-health
projects and m-education projects with a detailing of the Anaya Bihar Project initiated by
Melinda Gates foundation and Government of Bihar, India. The study uncovers technical,
operational aspects and methodology followed by Ananya. It has detailed the best practices
followed by the project. The study also features the capability of mobile as a tool to reach the
masses in most cost effective way.

The use of mobile application with the association from the social worker has been tremendously
successful in maternity and child healthcare in the state of Bihar, India. The application includes
educating the user’s about the healthcare, training for midwives, alerts related to vaccination and
thereby reducing the mortality rate and improving the maternal healthcare for the people from
the bottom of pyramid. The project has created awareness among the rural families and has
improved the maternity healthcare in the eight districts of Bihar, India. They were also planning
to expand the project in other states of India. The study is exploratory in nature and has not
involved primary data collection and statistical analysis. The study has compiled the data and
information available. The present study may be used as a reference to the organization working
on mobile healthcare projects to understand the best practices of m-health project. The study also
explains the role of various stakeholders (as Ananya-Bihar was a collaborative effort of Social
trust, Technical experts, Network service provider, Community, State Government and the
People) in the success of the project. The study explains the role of technology for the benefit of
people. In the present case mobile healthcare initiated by the foundation has been very effective
in dealing with maternity healthcare in rural Bihar, where people cannot afford expensive
healthcare facility. The only silver lining is increasing tele-density at the most affordable rate in
the globe, with funding from NGOs and full support from government. Such types of m-
healthcare projects will support the government in delivering quality healthcare to the people
who are living below poverty line and deprived of basic healthcare facilities. The study details
the methodology and technical details of Ananya Mobile health care platform.

Ahuja, A., Mittal, M. (2016). Integration of Technology in Mathematics Education Paripex.

Indian Journal of Research,5(7), 71-80.

72
The present paper focuses on perception of teachers on the use of technology in Mathematics
teaching and learning. Mathematics education is one of the domains where one can see
prominent and growing effect of technology. It is believed and studied widely that use of
technology can have positive effect on Mathematics teaching and learning, yet there seem to be
some apprehension on the part of the teachers in the use of technology. This paper has attempted
to study perception of teachers in detail on the use of technology in their Mathematics teaching
and learning. The perception is studied with respect to the factors - experience of teachers and
level of education. The relation between the perception and each factor is studied statistically and
inferences are drawn. The sample of given study consisted of the teachers teaching in schools
with convenient access to technology.

Abdullah, A. M., & Gulzar, Z. (2016). The Role of ICT for Improving Engineering Education
in India: Challenges and Opportunities. International Journal of Educational and Instructional
studies in the world, 4(3).
In today’s educational world, Information and Communication Technology has become a vital
element for educational reforms. There are several and desirable benefits of Information and
Communication Technology (ICT) in Science and Engineering education. Despite advantages of
ICT’s and its attractive features their role in engineering education is lagging behind with respect
to other disciplines of education. A structured online survey methodology was used in this paper
which outlines the very important role of ICT, Its scope and merits in educational development
in Engineering. Besides that a close look at the challenges related to technology adoption and
Utilization is also discussed. Enormous opportunities that ICT can Offer, actions needed to
overcome the challenges and the strategies for integrating ICT Engineering Education for
effective teaching and learning at all levels of the tertiary educational system in the country is
also highlighted.
Richa A.J. (2016) Problems of Teacher Education in India, International Journal of
Multidisciplinary Research and Modern Education. International Journal of Multidisciplinary
Research and Modern education (IJMRME). (www.rdmodernresearch.com) 2(3), 88-114
Teacher education is a continuous process and its pre-service and in-service components are
complimentary to each other. Education is instrumental in the preparation of teachers who can in
their practice ensure transformative learning, where teacher and learner, learner and learner are
co-constructors of knowledge. The aim of the present paper is to improve the teacher education
quality in India by focusing on the problems & related concerns. The present structure of teacher
education is supported by a network of national, provincial and district level resource institutions
working together to enhance the quality and effectiveness of teacher preparation programs at the
pre-service level and also through in- service programs for serving teachers throughout the
country. Importantly, the teacher education and training institutions must take up the charge of
educating policy makers and the general public about what it actually takes to teach effectively
both in terms of knowledge and skills that are needed and in terms of the school contexts that
must be created to allow teachers to develop and use what they know on behalf of their students.

73
Now teacher has to perform various roles like encouraging, supporting and facilitating in
teaching-learning situations which enables learners to discover their talents, to realize their
physical and intellectual potentialities to the fullest, to develop character and desirable social and
human values to function as responsible citizens. Teacher and his education are very significant
aspects of any nation. The education gives a new shape to the individual and the nation as well. It
is a well known saying that teacher is the nation builder. The quality of teacher education
programme needs to be up graded. Teacher education has not come up to the requisite standards.
Teachers are not able to think critically and solve the issue related to teaching methods, content,
organization etc. teacher education programme needs a comprehensive reform and restructuring
curriculum of teacher-education programme needs to be revised according to changing needs of
society.
Goel, D. R., & Goel, C. (2016). Teacher education scenario in India: Current problems &
concerns. MIER Journal of Educational Studies, Trends and Practices, 2(2), 31-49

The intent of the present paper is to enhance the teacher education quality in India by focusing
on the emerging issues & related concerns. Various issues of teacher education namely,
institutional inertia, brand inequity, quality crisis, overgrowing establishment, rare humane and
professional teachers, poor integration of skills, alienated and incompatible modes of teacher
education, little contribution to higher education, domain pedagogy mismatches, identity crisis,
rare innovations, stake holders' non-alignment, inadequate technology infusion, little choice
base, poor research scenario, vision and vision mismatches, non-scientific manpower planning,
illusive laboratories, over activism of distance/open universities, invalid recognition and
accreditation and no teacher education policy have been dwelt on in this paper. The paper
concludes that teacher education system in India calls for revolutionary changes.

Jacob, S., & Radhai, S. (2016). Trends in ICT E-learning: Challenges and
Expectations. International Journal of Innovative Research and Development, 5(2), 1145-1156.

Online education can be a highly effective and alternative method of education, which requires
constant learning and is constantly evolving. In India, the rapid emergence of ICT has given far
reaching impetus to the e-learning market. Subsequently, the growing presence of internet and
increasing broadband connectivity has given a further thrust to interactive online learning. The
prospect of making education available to anyone, anytime, anywhere is becoming increasingly
appealing to students, the corporate world and the populace at large. It is necessary to consider
both the advantages and disadvantages of online learning so you can be better prepared to face
the challenges of working in this new environment and embrace the new opportunities that it has
to offer. e-learning can provide a model for students on how to become self directed independent
learners, which may assist them to become ‘life-long learners’ The role of the educator is
predominant in the successful delivery of networked learning. There has to be a shift in focus
from teacher-centred to learner-centred education, encouraging educators to provide courses
which enable students to manage their own learning. Hence forth, this digital learning

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atmosphere has potential to change the dynamics of the classroom. Paper is based on a survey
conducted for the students and faculty to study and determine whether our higher education
system and stake holders are ready for initiating digital e-learning. The paper also discusses
whether the need of the hour is traditional learning method, e- learning method or a blended
approach to both.

Kumari, M., Goswami, V., & Gupta, A. (2015).Learning Environments of Technology -

supported Teacher Education Classrooms In Relation To Gender, Previous Qualifications and
Teaching Subjects,MIER. Journal of Educational Studies, Trends & Practices, 5(1),71-86
The students of 21st century have very high learning expectations. Concept of teaching and
learning has changed tremendously due to globalization and explosion of knowledge. New tools
of Information and Communication Technologies (ICTs) may contribute considerably towards
all phases of educational process including the area of teacher education. The need for teacher
training is widely acknowledged in the light of this development. The aim of this study was to
assess students' perceptions of the learning environments of technology supported teacher
education classrooms in relation to three variables, i.e., previous qualification, gender and
teaching subjects. A sample of 317 students from six classes was taken. The tool used for the
study was the modified form of Technology–Rich Outcomes-Focused Learning Environment
Inventory (TROFLEI). In these classrooms, different information and communication
technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are
regularly used to communicate, disseminate, store, and manage curriculum information for the
benefit of the students. Results of the study strongly support the reliability and validity of the
questionnaire in these classroom settings. The results show that the students perceive their
technology-supported learning environment in a positive manner. Results on investigation of
previous qualification, gender differences and teaching subjects suggest that there exist some
differences in technology-supported learning environments as measured by the TROFLEI.
Gupte, M. (2015). Does Information And Communication Technology Have An Important Role
To Play In Indian Higher Education?. International Monthly Refereed Journal Of Research In
Management & Technology, 4(1), 41-46.

The rapid development of Information and Communication Technology (ICT) has changed many
aspects of human life. ICTs stand for Information and Communication technologies and are
defined as a diverse set of tools and resources which are used for the purpose of communication
as well as for the purpose of creation, dissemination, storage and management of information.
ICT is playing an important role in today’s world and education is no exception Use of ICT for
promotion of education and development has always formed an integral part of the Indian policy
and plan documents on education. The Indian Government has taken a number of measures at
both the primary and higher education levels. The draft education policy of 1986, which was
further, modified in1992 laid emphasis on the role of ICT in promoting economic development.
Several schemes have accordingly been adopted. ICT can play an important part from the view
point of three agencies: teachers, students and government. If implemented correctly ICT can
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help in the acquisition of 21st century skills. ICT in India has a number of challenges, in the form
of infrastructural challenges, teacher related challenges, capacity building challenges, technology
support challenges and language content challenges. India has a number of problems such as
poverty. Illiteracy, language and health issues. ICT is definitely an engine of growth. It has to be
propelled properly and the impending problems solved. Otherwise the ICT Revolution will be
more a dream rather than a reality.

Roy, S. D. (2015) Application of ICTs in Teaching-Learning Process, International Research

Journal of Interdisciplinary & Multidisciplinary studies, 1(7), 72-84.
ICTs are making dynamic changes in society. They are influencing every aspects of human life.
Application of ICT tools in Teaching-Learning Process has changed the total scenario of
teaching learning process. Teaching–Learning Process is not now limited within the boundaries
of classrooms. ICTS are making major differences in the teaching approaches and ways students
are learning. This article discusses the meaning & definition of ICT, various components of ICT,
ICT in education, benefits of ICT in Education, benefits of ICT in teaching–learning process.
The main thrust of this article is how ICT tools are helpful in classroom transaction. Use of
various Web 2.0 technologies for making teaching–learning process more interactive and
interesting are also discussed in this article. Transition, Transformation and Revolution is the
scenario of today’s educational system. Application of ICT in education and teaching learning
process has changed the traditional system of learning to modern ICT based learning. Teaching-
learning process is not now limited within the boundaries of classroom. The modern technologies
including new web 2.0 has changed the total scenario of teaching learning process. ICTs are
making major‟s difference in the teaching approaches and the ways students are learning. ICT–
enhanced learning environment facilitates active collaborative, creative, integrative and
evaluative learning as an advantage over the traditional method.
Sharma, H. K. (2015). Role of ICT in Improving the Excellence of Education. International
Journal on Computer Science and Engineering, 7(8), 78.
Information and Communication Technology (ICT) is increasingly becoming indispensable part
of the education system. ICT has changed the style of functioning of the educational system and
its governance. This paper considers the rapid spread of ICT applications which has brought
drastic technological, social and economic transformations. These changes have caused
educational institutions, administrators, teachers to rethink their roles, teaching and vision for the
future. The sustainability of a nation in the era of knowledge and its economy depends on the
effective educational system. It is considered as the comparative analysis of the inputs and
outputs. In educational system, the inputs are teachers, students, classroom materials, equipments
of teaching, methods of teaching and the outputs are quantity as well as quality of student
learning. The proper integration of ICT with teaching/ learning environment increases the chance
of gaining education along with increased productivity. ICT provides various opportunities to
learners and make teachers aware of their new roles & responsibilities in educational set up. The

76
growing use of ICT will change many of the strategies employed by both teachers and students
in the learning process. The role of ICT in the educational administration is recurring and
unavoidable. The paper discusses various functions discharged by ICT in the field of Education
and its most new usages. In general, ICT is going to play a vital role in bringing about qualitative
change in every aspects of our life.

K. Rajeswari, A. Selva Lakshmi (2015).ICT- The Magical Wand for Transforming Teaching
Learning Process,Education India Journal: A Quarterly Refereed Journal of Dialogues on
Education,4(2),23-39.
The key to quality teaching and research essentially depends on the access to latest information,
which should be available to a teacher. The UGC initiated scheme called “ICT for teaching and
learning process” for achieving quality and excellence in higher education. The increasing use of
information and communication technologies (ICTs) has brought changes to teaching and
learning at all levels of higher education systems (HES) leading to quality enhancements.
Traditional forms of teaching and learning are increasingly being converted to online and virtual
environments. There are endless possibilities with the integration of ICT in the education system.
The use of ICT in education not only improves classroom teaching learning process, but also
provides the facility of e-learning. ICT has enhanced distance learning. The teaching community
is able to reach remote areas and learners are able to access qualitative learning environment
from anywhere and at anytime. It is important that teachers or trainers should be made to adopt
technology in their teaching styles to provide pedagogical and educational gains to the learners.
The digital revolution driven by information communication technologies has transformed
academic libraries. It has an impact on every sphere of academic library activity, e.g., the form of
the library, collection development strategies, library buildings and consortia.
Pandey C. (2015), ICT and Quality Education in Indian Schools, International Journal of Social
Science and Humanities Research, 3 (4), 603-605.
Each and every day there is something new that the Department of Education introduces with the
collaboration of ICT. I think there must be a continuous training of teachers, school staff and
administrators because sometimes there are new areas of teaching learning process where ICT
gets involved and it becomes difficult to achieve goals for teachers to keep abreast with the
changes if they are not properly trained. Some say it takes a lot of their time, some feel that the
government must employ someone who will be responsible to deal with ICT only. But by
making direct changes in the way teaching and learning are organized, we can make more
effective ICT in the organization of the education sector. The policy implications of my analysis
point toward much more emphasis on bringing teachers and educational administrators into the
information age with computer training and with more teachers oriented easily accessible data
bases that help teachers in their teaching.
Radhika.V (2015), Analyzing the Influence of ICT in Education, ‘ICT & Innovations in
Education’. International Electronic Journal, 3 (1), 1-6.

77
Teaching and learning process is known as education. Simply knowing some facts doesn’t mean
education but it should be used for solving the problems in life. Technological gadgets help
learners to learn more of their own. Among all gadgets ICT now is considered as one of the most
important inventions in the field of education. This paper evaluates the importance of ICT in
education and the position of ICT in curriculum.

Rathod G. & Jadhav, V (2015), Factors Affecting Secondary Teachers’ Decision to Integrate
Information and Communication Technologies (ICT) In Convent School, International Research
Journal of Interdisciplinary & Multidisciplinary Studies, 1(5), 26-41.

The new generation learners are so fluent in using the technology that they want new things to
learn in the day to day life. They come to school to get the new things which they required in the
manner. The students are so intense to use this technology that they can tell about their iPods’ or
the social networking sites or about their smart phones. Life without technology is not possible
now a days, technology has become the part and parcel of the life. This ICT helps to connect to
the families with the job professional as well as the businesses. Buabeng-Andoh, (2012); Ertmer
et al., (1999); Melita, (2005); Mikre,(2012). Globalization, industrialization, privatization is all
the concept and blessing of the technology in one or the other ways. The use of ICT in the
teaching-learning process has the immense impact on the learning process. The factors which
hindrance or support the use /integration of the ICT have the great impact on the teaching-
learning process. In this research researcher tried to study these factors which hindrance or
influence the integration of ICT in the teaching-learning process.
Hota G. (2015) Information Communication Technology (ICT) in Education: A Government of
India (GoI) Initiative, International Journal of Recent Advances in Engineering & Technology
(IJRAET), 3(12), 41-44
Information communication technology (ICT) is a new weapon of Teaching-Learning. ICT
provides effective Teaching-Learning means and provides huge amount of contents available in
the world wide web (WWW). The world is moving around utilization of ICT in every sphere of
life and our education system is untouched with this. Modern ICT is a combination of computer
and Internet to exchange the information from one place to another place in a rapid way. This
paper describes about initiative taken by the government of India (GoI) to promote and
encourage ICT in Teaching-Learning process with limited ICT infrastructure as compare to
developed country like USA.
MNV P. (2015), ICTS in Teacher Education: Challenges and Remedies. International Journal of
Research Studies in Computer Science and Engineering (IJRSCSE), 2(3), 49-52.
Globalization and privatization have thrown up new challenges before educational planners. It is
very important for qualitative improvement of education to prepare competent teachers. In order
to ensure production of right type of teachers a sound program of professional preparation of
teachers is essential; for this purpose we need to integrate Information and Communication

78
Technologies (ICTs) in teacher education programmes. One of the major shortcomings among
others in the present courses is that the teacher-trainees do not get proper training in the use of
ICTs. The teacher-educators themselves do not possess the necessary ICT skills. The author in
this article avers that bulk of the faculty currently engaged in teacher preparation is neither
prepared to use technologies (ICTs) not has it updated its knowledge on technological
developments.
Rather S.A., & Kuraishy S. (2015). Assimilation of Information And Communication
Technology (ICT) In Education For Improving Teaching- Learning Processes: A Critical Review
of Literature, Reviews of Literature Impact Factor: 1.4716 (UIF) 2(6).
The study is intended to appraise ICT at School scheme in Jammu and Kashmir launched by the
Government of India in 2004 with an assignment to devise, catalyze and maintain Information
and Communication Technology and ICT enabled activities and processes for improving access,
excellence and competence in the school organization. Information Communication Technology
(ICT) has contributed greatly to the improvement of education in schools globally. The use of
Information and Communication Technology has fundamentally changed the education industry
and the way knowledge is being transmitted from teachers to the students’ (Haghighi and
Eskandari 2012). The Government of India has taken a number of measures for implementing
ICT in school education. The investigator has followed documentation technique for analyzing
the data gathered from Ministry of Human Resource Development government of India,
Education statistics of India, Census 2011 and DISE (Education Report Card). The findings of
the study revealed that in spite of the initiatives taken by the government at Centre, the provision
for incentives like national ICT award for teachers, the state government failed to implement the
scheme. The centre government has approved smart schools and released funds but per contra to
this, the state government requested for the cancellation of schools and returned the funds. The
results revealed some contrary and mixed results as well. The results also shows that government
at centre is committed to implement ICT at School Scheme in the country as a whole but the
state government of Jammu and Kashmir is not serious and dedicated towards the
implementation of the scheme. The analysis reveals that the scheme is sufficient to influence and
improve the Indian education system.
Sharma, Y. P. (2015). Massive Open Online Courses (MOOCs) for School Education in India:
Advantages, Challenges and Suggestions for Implementation. Microcosmos International
JournalofResearch,1(2),1-5.
Education is the backbone of any country. In India Right to Education encompasses the
compulsory and free education to children between 6 and 14 years. But because of diverse
sociological, geographical and political situation to achieve the target is far from reality. With
changing time, new and innovative technologies make it possible to spread the seed of education
to unreached and MOOCs (Massive Open Online Courses) are one among them. MOOCs have
various advantages over traditional teaching but challenging too. Implementation of MOOCs for
school education requires technical expertise along with army of trainers. MOOCs will provide

79
additional support to the learner as well teacher and also in teacher training programmes.
MOOCs will be more beneficial for out of school children and in technical education. The
MOOCs should be in blended mode and if Government adopts any strategy for certification as
par with regular education, the MOOCs will be boon for India. A comprehensive model for
MOOCs delivery is the need of the hour.

Kavitha, T. C., & Ashok, D. (2015). ICT: An Enabler and a Catalyst to Nurture Service Quality
in Higher Education-A Review. International Journal of Emerging Research in Management &
Technology,3 (2).
India has one of the largest higher education systems in the world, and has been witnessing
healthy growth in its number of institutions and enrollment in the last few decades. The
education system has seen a scorching growth over the last decade, trebling in size. In 2013,
India had 727 universities, over 35,000 colleges and about 13,000 stand-alone institutions
Education is recognized as one of the critical elements of the national development effort and
Higher education, in particular, is of vital importance for the nation, as it is a powerful tool to
build knowledge-based society of the 21st century. India is developing as a knowledge economy
and it cannot function without the support of Information Communication Technologies (ICT).
Importance of education in almost all walks of life has increased with the support of ICT. During
the past 20 years, the use of ICT has fundamentally changed the working of education. In the
current environment-conscious world, the importance of education and acceptability of ICT as a
social necessity has been increasing. We can make our learning more engaging with the use of
ICT, it can completely change how our education system works. ICT can help in enhancing the
quality of education through blended learning by supplementing the traditional talk and chalk
method of teaching. ICT, if used creatively, can make a big difference in the way teachers teach
and students learn and can help students acquire 21st century skills like digital literacy,
innovative thinking, creativity, sound reasoning and effective communication. Role of ICT act as
an enabler for quality and market-responsive in higher education. But, Higher education in India
is plagued by the challenges of inadequate technology access and inequity coupled with
economic considerations and technological know-how, it remains to be seen how ICT can
actually burgeon the students and how it can foster change. In this aspect, the paper reviews
certain important issues related with the effective implementation of ICTs in Higher Education
and provides suggestions to address certain challenges that would help in the implementation of
ICTs in Higher education and concurrently increasing the quality of education.
Chatterjee, P., & Nath, A. (2015). The Future ICT Education in India—A Pilot Study on the
Vision of Ubiquitous Learning in Higher Education. In Information Systems Design and
Intelligent Applications (pp. 599-609). Springer, New Delhi.
India like any other knowledge economy depends strongly upon the development in education
sector. Quality of its education significantly defines its academic capital and status of human
resource. Research findings have often pointed out to the deficiency of technology enabled

80
quality education in India. The authors have tried out to identify the key issues to this
disappointing scenario of ICT-enabled education in India. In this quest, it has been found that
innovative use of ICT would help overcome different barriers like geographical, socio-economic
and cultural constraints to a good extent. Implementing ICT in education primarily involves
massive drives of digital literacy, development of requisite infrastructure, and devising of special
measures to incorporate different ICT tools. ICT-enabled education would not only improve the
quality of education but also redefine the traditional mode of learning to an interactive, efficient
and interesting one. To review the scenario of ICT implementation in education and familiarity
of students in the digital environment of education, a survey has been conducted over a group of
students in India. The reports pointed out to the intense lack of ICT-enabled teaching
methodologies. The authors have worked on proposing solutions for an inclusive development of
the education standard and technique using ICT as a potential tool. Massive Open Online
Courses (MOOCs) are also discussed in this perspective which has emerged as one of the most
promising methods of catering Higher Education in an open and online fashion. In this
connection, the authors have viewed MOOCs as a way to promote a Ubiquitous Learning
environment in India which holds the potential in promulgating education to everyone and
everywhere. Overall a vivid vision has been portrayed to sheath the existing education system in
India with a technology cover which would not only improve the teaching-learning experience
but also would show the way to ubiquitous learning in India, ensuring quality education for all.
Tyagi R. and Singh R. (2015) Status of ICT in Education and Support of Govt. of India,
International Journal of Engineering Research and General Science, 3(1), 1323-1332.
Information and Communications Technologies (ICT) education is basically our society’s efforts
to teach its current and emerging citizens valuable knowledge and skills around computing and
communications devices, software that operates them, applications that run on them and systems
that are built with them. What are these things? How do they work? How do you use them
productively? How are they deployed, assembled, managed and maintained to create productive
systems? How they are used in specific business and industry settings? What are the underlying
science and technologies behind them and how might those be developed to advance ICT fields?
ICT is complex and quickly changing, and it is confusing for many people. It is so pervasive in
the modern world that everyone has some understanding of it, but those understandings are often
wildly divergent. ICT is used strategically in almost all businesses and industries. Many have
developed specialized systems and uses of ICT, and many have specialized legal and regulatory
requirements; quality control systems; integrations with production and research equipment and
systems; security requirements; and software applications. For example: Bioscience industries
rely on specialized ICT systems and applications to conduct research, analyze organic materials,
produce biotech products and do required reporting; Financial services industries rely on ICT to
maintain customer records, do business, conduct trades, do financial reporting, secure proprietary
information and comply with regulations; Manufacturing industries use specialized computer
controlled systems and robotics to design, produce and test products. Property management

81
operations use ICT to network and control heating and cooling, lighting and building access
systems. Electric utilities use ICT to monitor and manage electricity distribution, customer
billing and smart metering systems. Telecommunications, cable TV and other entertainment
industries use ICT to store content, manage customers and deliver their services. We need to
develop a competent workforce that understands not only relevant technologies, but also
specialized business and industry environments and operations, to meet these specialized needs.
MISHRA, P. (2015). ICTs in schools: Why focusing policy and resources on educators, not
children, will improve educational outcomes. The Global Information Technology Report 2015,
73.
Information and communication technologies (ICTs) have long been perceived as having the
potential to transform education and student learning, especially in developing countries. The
underlying belief of many initiatives has been that learning will happen if students and learners
are provided direct access to ICTs. However, despite years of research, there is little evidence of
the value of these approaches. Ideas such as the massive open online course (MOOC) and One
Laptop Per Child (OLPC) project were initially hailed as the “next big thing” in education
because they were seen as a way to offer access to education to all. But most studies show that
these initiatives are failing to deliver: course completion rates on MOOCs are usually less than 7
percent, often because of a lack of personal contact. A similar cycle of hype and then
disappointment has been seen in the much-touted Hole-In-The-Wall project. Although a well
intentioned attempt to deal with the problems of access and other constraints in developing areas,
it has not been successful in making any lasting or meaningful educational change. The main
reason for the lack of success of these highly promoted projects is that they have ignored the
single most important person in the education and learning experience of the child: the teacher.
Decades of research have shown us that the most important contributor to raising educational
outcomes in schools is clear: we need better educators. The single most important determinant of
the educational outcomes for a child within a school is the capacity of his or her teacher, so it is
on the teacher that we need to focus our attention. Outside the school, other factors such as
socioeconomic opportunities also have significant impact, but that is beyond the scope of this
chapter.
Deepty, G. (2015). Teacher Education Curriculum in context of Information &Communication
Technology.

Today’s teachers need to update their knowledge and skills as the school curriculum and
technologies are changing rapidly. Shift from Blackboard to Smart classrooms had changed the
face of the modern classrooms. Information Communication Technologies (ICTs) can
substantially support the education system if a teacher is enough competent to use the tools. For
this the curriculum of teacher education system should also contribute for preparing prospective
teachers. This research has been done to identify the gaps in the curriculum of teacher education
system in context of ICT in perspective of the National Policies and Documents. The researcher
has content analyzed the curriculum of 5 major universities in Delhi and National Capital Region

82
(NCR) and tried to give the suggestions for inserting component of ICT while preparing new
curriculum for B.Ed. course.

Khan R. (2015), Teacher Effectiveness: Role of ICT. KIIT Journal of Research &Education,
Special Issue National Seminar on Teacher Education- Today and Tomorrow, 4(1), 61-63
Today's world is technological world. Technologies play an important role to bring change in
many aspects of life. Education is also not an exception; it is also affected by the technology. As
education is an important mean to fulfill the need of society. Thus it is also changing with the
changing situation of the society. Teacher education is also in the state of reforms and
innovations to produce good and effective teachers. These reforms and innovations should be
based on logical understanding of present scenario and clear perception about future. Teacher
effectiveness is concerned with the personal characteristics of teacher, teaching methods and
techniques in relation to educational outcome. The use of ICT has fundamentally changed the
practices and processes of teaching learning process. The use of technological tools like:
overhead projector, radio, DVD player are very common which help to advance the teacher
effectiveness. The use of internet with ICT has made a transformational effect in the field of
education. Thus it is recommended that all teachers training institutes should provide training to
use technological tools and software to make their teaching effective. This paper provides brief
description about the importance of ICT. It also describes various online sources which facilitate
teachers for effective teaching. This paper also provides information about various factors
determining the use of ICT for effective teaching. Thus the purpose of this paper is to discuss
why education is better with the addition of ICT and how it can contribute to enhance teacher
effectiveness.
Maheswari &N. Ramakrishnan (2015). Effectiveness of CAI Package on Achievement in
Physics of IX Standard Students. i-manager's Journal on School Educational Technology,
10(4),28-34.
The present study is an experimental one in nature, to find out the effectiveness of CAI package
on in Physics of IX std. students. For this purpose a CAI package was developed and validated.
The validated CAI package formed an independent variable of this study. The dependent variable
is students' achievements in physics content. In order to find out the achievements in Physics
among IX standard students, the investigator developed and standardized an achievement test on
Physics unit entitled “Work, Power and Energy” prescribed for IX std. by Tamilnadu Textbook
Society. It is a pre-test-post-test equivalent group design. In order to have randomization in the
sample the investigator selected two schools in Madurai city. The Experimental and Control
groups were identified in both these schools. Before the treatment both experimental and control
groups were equated based on their performances in entry level test. The selected experimental
and control groups were administered Pre test, developed and validated by the investigator. The
treatment was conducted in four equal sessions. After all the treatments both the groups were
administered Post test. Data were collected from the students. They were tabulated and statistical
treatments were applied. The analysis results are discussed in this paper.

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Kaur N. (2015), Using ICT in Empowering Teachers for Quality Education, International
Journal of Scientific Research Engineering & Technology, EATHD-2015 Conference
Proceeding, 14-15 March, 2015.

The quality education depends upon the quality of teachers. Teacher education plays a vital role
in developing quality education which is the present requirement in the modem information &
communication era. Teacher’s educators are the basis producing the future teachers who are the
pillars of nations. The quality of teacher education programmes depend on the quality of teacher
educators who are the teachers of teachers. They should be well equipped with the latest
knowledge in their subject by undergoing orientation & refresher courses, seminar etc.,
management skills, communication skills, good qualities to inculcate among the teachers
trainees. Teacher’s educators should be a friend, philosopher and guide to teachers trainees and
be a role model to the teacher trainees. A teacher with technology is the need of the hour. The
techno-teacher is one who integrates the content with technology in the classroom. The teacher
has to use the simple technology to higher technology that is black board to space-board. The
Information Communication Technology (ICT) heralds the world of knowledge on the screen
hence the learners learning will be enhanced in a split of second meeting the demands of the
society at large. Education is the backbone of a nation. The introduction of ICTs in the education
has profound implications for the whole education process especially in dealing with key issues
of access, equity, management, efficiency, pedagogy and quality. Information and
communication technology (ICT) is a force that has changed many aspects of the way we live.In
developing countries, education is also linked to a whole batch of indicators of human
development. Education of women influences the health of children and family size. The
experience of Asian economies in particular in the past two decades has demonstrated the
benefits that public investment in education can bring. Integrating ICT in teaching and learning
is high on the educational reform agenda. Often ICT is seen as vital tool to fully participate in the
knowledge society.

Ganiger, B., and Goel, D. (2015). ICT Aided Constructivist Learning Approach for the
Professional Development of Pre-Service Teachers. Education India Journal: A Quarterly
Refereed Journal of Dialogues on Education,4(4), 75-98
Technology has revolutionized all domains of the society; it has penetrated into every aspect of
the social and cultural lives. Education is not an exception but teaching and other educational
endeavors have not taken full advantage of these changes. The schools have remained in the past,
while our children are much ahead. In the Science classroom teachers present the knowledge to
children in a linear, didactic manner that differs significantly from the children’s previous
experience outside the school which results into mismatch between the learner and the society.
Previous experiences of the learners play vital role in learning new things, here comes the
application of Constructivist philosophy. It has become the latest catchword in educational circle
which is applied to both learning theory and epistemology. It is basically a learner centred
approach. ICT can transform the learning environment into one that is learner centred. It

84
encourages active and collaborative learning. Only ICT implementation into education cannot do
miracles. ICT should be integrated with certain learning theories. The present situation needs a
paradigm shift and willing abandonment of familiar perspectives and practices and the
absorption of new ones like constructivism. It demands the role of teacher as a facilitator who
encourages learners to reflect, analyze, design and develop the process of knowledge
construction.
Jegan, M., & Pazhanivelu, G. (2015). Status of ICT Enabled Teaching Practices In Upper
Primary Schools of Nagapatinam District. Asia Pacific Journal of Research,1(24), 35-42

Public Elementary Education was free and compulsory in most European countries. Some
countries also provided free secondary schooling. Today, the idea of free and compulsory
education has taken root throughout the world. Almost all countries have adopted the plan of
educational organization used in the West that is the division into childhood, elementary,
secondary and higher education. In India Elementary Education is free and compulsory. Children
learn different subjects at this level. ICT plays a vital role in present days, significant changes
over the past decade in ICTs have many aspects of our lives – including booking tickets,
banking, using search engines for information, communicating with friends, colleagues and
participating virtual professional and social networks. The usage of ICTs incorporated with day-
to-day activities, so the usage of ICTs take part in pedagogical process itself most of the studies
and practical experiences in foreign and India reveals the important and usefulness of ICT in
education at various levels. The background study on the research problem assisted the
investigator to make the following observations. It was found that the status of ICT enabled
instruction is not at a satisfactory level in our country. The present curriculum of the upper
primary schools also recommended the technology based instructions. In National Policy of
Education (1986), the Programme of Action (1992) and the National Curriculum (1988, 2000,
2005) there has been a lot of emphasis on achieving universalization of elementary education in
a time bound manner. SSA is a response to the demand for quality elementary education all over
the country. SSA provides an opportunity for improving capabilities of all children, through the
variety of media and methods. The studies have shown that technology based instructions are
more effective than traditional method. They also involved certain problems in the use of ICT
like insufficient infrastructural facilities in government schools and lack of trained teachers in
private schools.Keeping all those facts in mind, the researcher intends to take a close look at the
infrastructural facilities, usefulness of in-service training, availability of administrative support,
the response of the students for ICT enabled teaching and utilization of ICT in upper primary
schools of Nagapatinam District.

Shrivastav, P., & Garg, I. (2015). Impact of Learning ICT as a Subject on Secondary School
Students' Self-Regulation. Educational Quest, 6(1), 47.
Today technology is an inherent part of our lives. All the organizations have identified the
importance of Information and Communication Technology (ICT). ICT plays an important role
in improvement of educational sector too.ICT helps us in getting information from all over the

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world. It helps us to bring the world under one roof. Thus the students in the school need to be
trained in ICT and its use. With this in view Government of Maharashtra in India introduced ICT
as a subject for Std. IX students of Secondary School Certificate (SSC) Board in aided as well as
unaided schools. This study deals with the impact of this newly introduced ICT subject on Std.
IX students’ self-regulation and its seven dimensions. It is an outcome evaluation study. 1041
students from 21 SSC Board schools from Greater Mumbai were the respondents. Comparison of
self- regulation of students from different type of schools indicates that unaided school students
are better in their self-regulation.
Yadav R., (2015) Attitude of Secondary School Teachers Towards The Use of Information
Communication Technology In Education, International Journal of Education and Information
Studies,5(1), 31-33.

Information and communication technologies (ICT) has emerged as one of the most important
aspects of human life and it has affected every aspect of school working including
administration, time table, lesson delivery, project work, evaluation, examination system etc.
ICT have made teaching-learning process more relevant for the learner and connected to real life.
In present study, attitude of secondary school teachers of Rewari district towards the use of
information communication technology in education was studied.

Dixit, M., & Kaur, M. (2015). Attitude of Teachers Trainees towards ICT
Teaching. International Journal of Pure and Applied Researches, 1(1), 169-174.

This study was conducted to find out attitude of teachers trainees towards information and
communication technology teaching .The sample consisted 200 teacher-trainees from Moga
district of Punjab state. ICT teaching attitude scale (ICTTAS) developed and standardized by T.
Pardeep Kumar (2013) was used to collect the data. The statistical techniques were used the
mean, standard deviation, t-value. The results showed that the factors like locality and gender of
the of teacher-trainees influence attitude towards information and communication technology
teaching.

Mohan L. R. & Kumari A. (2015) A study of the use of ICT in Science Pedagogy for Quality
Teacher Education, KIIT Journal of Research & Education, 4(1), 77-90.

Integrating ICT into the teaching/learning process has great potential to enhance the tools and
environment for learning. Research and experience have shown that ICTs, well used in
classrooms, enhance the learning process in many ways Present study was undertaken to find if
the use of ICT enhances quality teacher education. The objectives of the study were (1)To study
the existing status of the use of ICT in science pedagogy (2) To find the barriers in integrating
ICT in science pedagogy. (3) To find if ICT integration can contribute in Quality Teacher
Education The sample comprised of 120 trainee teachers from 4 B.Ed colleges of Delhi were
ICT is used in science pedagogy. Also Science teachers of the respective B.Ed Colleges.A self
constructed questionnaire and observation schedule were used for data collection. Also informal

86
interviews were conducted with teacher educators and student teachers .Results showed that use
of ICT in science pedagogy enhanced quality education to some extent. Also lack of training was
the greatest barrier in integrating ICT in science pedagogy.

Deka, B. (2015). Potentialities of ICT in open and distance learning system with special
reference to north east India. International Journal of Research in Economics and Social
Sciences, 5(8), 63-69.

In a huge country like India where the fruits of development are not equally distributed, the
importance of ODL system is tremendous. ODL system is being adopted throughout the world as
an important tool to ensure access, equity and quality in the realm of higher education.
Information and Communication Technology (ICT) is playing a vital role in open and distance
learning (ODL) to meet the requirements and expectations of the learners’. It is difficult to
perform the same using any traditional institutional system due to its limited resources. ICT has
various proven tools and technologies to meet the requirements of a learner at various phases of
learning cycle viz the admission phase, the learning phase, the evaluation phase and finally the
certification phase as a service. This paper is an attempt to study the growth of ODL system in
North East India; the potentialities of ICT in the field of distance education and the issues and
challenges on using ICT in an ODL setup.

Agrawal, A., Kumar, A., & Agrawal, P. (2015). Massive open online courses: EdX. org,
Coursera. com and NPTEL, a comparative study based on usage statistics and features with
special reference to India. INFLIBNET Centre, 978-93-81232-05-7

Internet and communication technologies (ICT) have changed the way we perceive education.
ICT has major impact on recent evolving Education Technology field. Internet and smart phone
users are growing at rapid pace in the world as well as India. Leveraging technologies to solve
India’s higher education problem is the key. A massive open online course is an online course
aimed at unlimited participation and open access via the web. In addition to traditional course
materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive
user forums to support community interactions between students, professors, and teaching
assistants (TAs). The present paper is an effort to analyse and compare two of the world’s most
widely used MOOCs i.e. EdX.org and coursera.com with MHRD funded India’s own e-learning
initiative NPTEL which provides open courseware to engineering students across the globe. This
paper compares these three platforms of e-learning based on parameters like the usage statistics
available, features, technology platform and other parameters like design approach to content etc.
This paper is an effort to derive best practices from world class MOOCs and adapt them for
India’s e-learning initiative NPTEL- a portal dedicated to technical e-content

Rose, A., & Kadvekar, S. (2015). ICT (Information and Communication Technologies)
Adoption Model for Educational Institutions. Journal of Commerce and Management
Thought, 6(3), 558

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It is well known that implementation of technology as an enabler in the education system is
complex. Right from introducing the technology to advanced use of it, and anywhere in the
world, technology implementation has been a research topic for many. Education settings, users,
government policies, basic infrastructure availability, performance pressures, leadership –
reasons galore. Moreover, it is just not implementation but even taking a first step of thinking
about technology in education itself is not all that easy. The research in case has identified exact
challenges faced by the higher education sector in adopting information and communication
technologies or ICT. Though challenges may sound to be easy to list, researchers have taken
efforts to identify reasons from various stakeholders (owners, heads of institutions, professors,
students) to bring a completeness in the outcome. Going beyond, the study suggests ICT
adoption model, very specific to higher education academia in India. The model is being tested
already and has been recommended as a policy measure to the challenges faced in ICT adoption.
Though the study has been conducted from the perspective of Indian higher education sector,
researchers feel the ICT Adoption Model can be applicable to other sectors and regions too.

Joshi,S.P., & Late Shanakararao (2014).An Analysis of ICT integrated Continuous

Comprehensive Evaluation at Secondary School from Buldhana District, Maharashtra (India),
InternationalEducationalE-Journal,3(3).
The present study was carried out in selected Secondary School of Buldhana District (M.S.)
focuses on how ICT integrated evaluation approaches can effectively implement CCE system at
secondary level. The study reveals that ICT can play a vital role in CCE system by providing
effective support to formative evaluation in terms of rubric evaluation for learners’ assignments,
projects and teachers’ lessons, powerpoint presentation and CBDT giving enough opportunity to
the teacher to self evaluate their own teaching as well as diagnose their students’ difficulties and
provide subsequent remedies to them in a more practical way. In addition, learners can
themselves evaluate their performance efficiently. By availing the opportunity of self training on
‘CCE implementation’ ICT makes the relevant State Board directives and the knowledge of use
of various evaluation tools and techniques crystal clear to all teachers in a more effective and
economic way. It can establish CCE as a successful flexible examination system by
systematizing projects, assignments and other activities meant for the purpose of evaluation and
thus reducing learners’ stress. In addition, ICT helps teachers to accomplish their paper work and
manage their time adequately by assisting them to track their learners’ holistic development
(both scholastic and co-scholastic) in a progressive and cumulative manner. Through eportfolio
and rubrics teacher and the school authority can assess learners’ co scholastic skills in a more
effective manner. However, to make CCE internally accepted and really successful operational
knowledge of ICT integrated evaluation tools and techniques on the part of teachers is essentially
needed.
Banerjee, S., Mandal, K. S., & Dey, P. (2014). A Study on the Permeation and Scope of ICT
Intervention at the Indian Rural Primary School Level. Journal of ICT Primary- Education
IIMS,1(2) 363-370.

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The provision of education for all in India remains a distant dream, despite substantial amounts
of government and state investment going into it. The objective of this study is to highlight an
alternative learning model that makes use of the e-revolution that has proliferated into every
aspect of our lives. Although there have been attempts to incorporate ICT into rural classrooms,
most of the focus has been on video-based digitized learning and has not efficiently addressed
the best ways in which learning can be achieved. Our aim is thus to design a model that not only
makes e-learning effective, but replaces the underqualified teachers in remote areas and allows
for the free permeation of education in ways that might bridge the digital divide amongst
students of various socio economic backgrounds. In this context our intervention focuses on a
class of 16 students, 10 to 11 years of age (class 5) at Ma Sarada Shishu Tirtha, a school for
tribal girls, located in Krishnanagar, West Bengal, India. The intervention involved a remote
teacher delivering Math and English lessons in a class-room setting, (via the video conferencing
software Skype, and PowerPoint Presentations) while also making the session interactive.

Thakur, G. K. (2014). ICT and Digital Divide in Indian School System. International Journal
of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2(2), 34-38.

The education system across the globe has undergone major transformation with the
exceptionally fast paced change in technological domain of knowledge. As a result, ICT in its
own way has managed to make a permanent place for itself in education sector – specifically in
school education. Still, if we look into the situation and assess the pace with which ICT has made
its place in school system, we find the situation not so convincing. Our schools, mainly govt.
schools are ill-equipped in terms of infrastructure and basic facilities, our teachers are not trained
adequately to infuse ICT in education, and execution of many enthusiastic policies are done half-
heartedly, thus leaving the less privileged segment of children, who come from lower socio-
economic class of society and are largely dependent on govt. school system for their education,
with very little or no access to digital learning. This frustrating situation creates a „digital
divide‟, which refers to the gap between people with effective access to digital and information
technology and those with very limited or no access at all. It includes the imbalances in physical
access to technology as well as the imbalances in resources and skills needed to effectively
participate as a digital citizen. This paper attempts to look into the status of ICT facilities in the
govt. schools of Uttar Pradesh. The paper examines as to how far the govt. policies and efforts
have been able to bridge this digital divide.

Kanvaria, V. K. (2014). Computer Technology and Teaching System: Interaction and the
Challenges Ahead. Journal of open schooling, 5(1),88.

While having a close look at the rapidly increasing use of computer technology in the teaching
and learning process, there is need to interact with teaching system through use of computer
technology and the challenges ahead. The current paper throws light upon the teaching system
and interaction with various elements of teaching system like method, material, learner and
colleagues through computer technology. It also briefly discusses about challenges already met
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and challenges ahead in this direction. Undoubtedly, meeting these challenges would certainly
help in judicious and proper use of computer technology in the field of education.

Pegu, U. K. (2014). Information and communication technology in higher education in India:

Challenges and opportunities. International Journal of Information and Computation
Technology, 4(5), 513-518.

The focus of this paper is to examine the role of Information and Communication Technology
(ICT) in higher education in India. The emergence of ICT has fundamentally changed the
practices of not only business and governance but education as well. While the world is moving
rapidly towards digital media, the role of ICT in education has become increasingly important.
There has been an unprecedented growth in the use of ICTs in teaching, research and extension
activities. The sudden boom in Information Technology has transformed the way how
knowledge is disseminated today. One of the changes it has brought about is the way how
teachers interact and communicate with the students and vice-versa. Given the fact that higher
education in India is plagued by the challenges of inadequate technology access and inequity
coupled with economic considerations and technological know-how, it remains to be seen how
Information and Communication Technology can actually burgeon the students and how it can
foster change in this aspect. Moreover, this paper explores the emancipator and transformative
potentials of ICT in higher education in India. Finally, this paper assesses how Information
Technology has facilitated the growth in interactive learning and what has been its impact in the
higher educational scenario in the country.

Byker, E. (2014). ICT Oriented Toward Nyaya: Community Computing in India’s Slums.
International Journal of Education and Development using ICT, 10(2), 19-28.

In many schools across India, access to information and communication technology (ICT) is still
a rare privilege. While the Annual Status of Education Report in India (2013) showed a marginal
uptick in the amount of computers, the opportunities for children to use those computers has
remained stagnant. The lack of access to ICT is especially common in India’s urban slum areas,
which is privy to the “Matthew Effect” where the poor become poorer based in part on the
scarcity of high-tech resources. This article’s purpose is to describe and report on ICT program
interventions that target young people living in India’s slums. Specifically, the article examines a
case study of a grassroots effort, called the community computing model, in Bangalore, India.
Using Amartya Sen’s work on nyaya and Paulo Freire’s work on concientization, the article
explains how this model of community computing infused and developed a social justice
oriented and deeper “critical consciousness” of the slum community where this computer center
was situated.

Goswami, C. (2014). Role of Technology in Indian Education. International Proceedings of

Economics Development and Research, 79(2), 6-10.

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There is an emerging broad consensus around the world about the benefits that can be brought to
education system through the appropriate use of evolving information and communication
technologies. The range of possible benefits pervaded practically all areas of activity in which
knowledge and communication play a vital role. It is involved from improved teaching and
learning processes to better student outcome, increased student engagement and seamless
communication with teachers and parents. Today there is a significant gap between knowledge
and skills students learn in school and the knowledge and skills that workers need in workplaces
and communities. Employers report that they need students who are professional, having good
moral and work ethics, can collaboratively work in team, have critical thinking and problem
solving ability, can lead a group of people and are skilled in verbal and written communication.
This paper is to study role of Education Technology in India.

Gupta, M., & Gupta, V. K. (2014). The Virtual Classroom redefines by ICT: Enhancing
eminence education through successful implementation of ICT with special reference to
Rajasthan schools. International Journal of Application or Innovation in Engineering &
Management.3(4),123-128.
A virtual classroom is an online learning environment that contains all course materials. The
conception of the virtual classroom has made it possible for learners to tackle the features of the
Internet to create meaningful and constructivist learning environments Information and
Communication Technology (ICT) is playing a vital role in teaching and learning to meet the
needs and anticipation of the learners’ in large scale. The main purpose of ICT in education
means implementing of ICT equipment and tools in teaching and learning process as a media and
methodology. The purpose of ICT in education is generally to make students familiar with the
use and workings of computers, and related social and ethical issues. Due to miscellaneous
requirements in teaching and learning for a Virtual Classroom, there are opportunities and
challenges that are to be addressed in usage of the technology and the service(s) being provided
through ICT. The paper emphasizes on the concept, role of teaching and learning and to promote
easily manageable, affordable eminence higher education in terms of its availability, authenticity,
confidentiality and access control so that one can ensure a service to the outmost satisfaction of a
learner.
Gupta, N., & Thakur, S. (2014). The Effectiveness of IT Enabled Teaching in Classroom
Environment. International Journal of Scientific & Technology Research, 3(5), 61-65.

During the last two decades the process of teaching and learning has changed to a large extent.
Earlier, when there used to be bulk of hard books and innumerable pieces of paper to deal with,
the present scenario is altogether different. The reason behind such a dramatic change is
attributed to ICT (Information Communication technology), wherein the adoption of IT tools in
the education environment has a significant impact on the framework followed by different
institutions and organizations in teaching –learning process. The use of ICT in education is not
limited to the teaching of any specific subject; instead it has a broader horizon to deal with,
incorporating the use of Audio-Visual aids, Experimental tools, manipulators, dramatization,

91
thus enhancing the Creativity of both the educator and the learner. The following report analyzes
the impact of ICT on the performance of students in different subjects.

SrivasTava, T. K., Waghmare, L. S., Jagzape, A. T., Rawekar, A. T., Quazi, N. Z., &
Mishra, V. P. (2014). Role of information communication technology in higher education:
Learners perspective in rural medical schools. Journal of clinical and diagnostic research:
JCDR, 8(6), XC01-XC06).

Background: Higher education has undergone profound transformation due to recent

technological advancements. Resultantly health profession students have a strong base to utilize
information technology for their professional development. Studies over recent past reflect a
striking change in pattern of technology usage amongst medical students expanding prospects
exponentially by e-books, science apps, readymade powerpoint presentations, evidence based
medicine, Wikipedia, etc.
Aim & Objectives: The study was undertaken with an aim to explore the general perceptions of
medical students and faculties about the role of Information Communication Technology in
higher education and to gauge student’s dependence on the same for seeking knowledge and
information. Study Design: Cross-sectional, mixed research design. Materials and Methods: The
study was conducted in Department of Physiology, Datta Meghe Institute of Medical
Sciences(Deemed University). Study population included students (n=150) and teaching faculty
(n=10) of Ist phase of medical curriculum. The survey questionnaire (10 closed ended and 5 open
ended items) and Focus group discussion (FGD) captured the perceptions and attitudes of
students and faculties respectively regarding the role and relevance of technology in higher
education.Observations and Results: Quantitative analysis of closed ended responses was done
by percentage distribution and Qualitative analysis of open ended responses and FGD excerpts
was done by coding and observing the trends and patterns respectively.Overall the observations
were in favour of increasing usability and dependability on technology as ready reference tool of
subject information. Learners valued textbooks and technology almost equally and regarded
computer training as a desirable incorporation in medical curriculum. Conclusion: Role of
technology in education should be anticipated and appropriate measures should be undertaken
for its adequate and optimum utilization by proper training of students as well as facilitators.

Ahmed M., I. Patel & Ali, M. A. (2014) Information and Communication Technology in
Secondary Schools Advantages and Disadvantages. Conflux Journal of Education, 2(4).

The world is fast becoming a global village as a result of the development in information and
communication technology. Information and communications Technology (ICT) has the
potential to improve all aspects of our social, economic educational and cultural life. ICT has
played an important role in formal and non-formal educational settings; ICT is being utilized in
every part of life. Education even at school stage has to provide computer instruction.
Technology when it fits comfortably with the curriculum or instructional plans of teaching is an

92
indicative of integrated technology. Thus, technology rather than an additional layer in the
classroom is embedded within the design of the teacher’s lesson plan and the pedagogy.

Upasana, K. M. (2014). A comparative study of traditional education. Education with special

reference to India. International Journal of Research in Business Management, 2(5), 149-162.
Today’s we all lives in a 21st century, everything changed very rapidly & continuously for the
betterment of future, new technology is simply a modified version & a technique to overcomes
the drawbacks of previous one, that’s proves very beneficial for all. In the era of globalization,
traditional education system is losing its relevance. Role & importance of e-education in areas
like commerce, management, IT etc. is increasing day by day. India too acknowledges
importance of e-education in dissemination of knowledge.

R, Senthilkumar; C, Sivapragasam; & B, Senthamaraikannan. (2014). Role of ICT in

Teaching Biology. International Journal of Research, 1(9), 780-788

This study reveals that Education has been described as means to modify the behavior.
Biological science deals with study of living organism, their living environment and various
interactions between living things and environment. The traditional content of biology has been
replaced by modern discoveries in the fields of cell biology, basic genetics, bioengineering and
biotechnology. Biology as a subject has both theory and practical components. ICT has opened
new avenues like, online learning, e-learning, virtual university, e-coaching, e-education, e-
journal, etc. It has provided opportunity for the learner to use maximum senses to get the
information. . Learning of biology can be made easier and more comfortable by integrating ICT
tools in instructional strategies for teaching biology. The students of biology can make use of
ICT for easy understanding. ICT can change traditional classroom into smart classroom and
improve teaching-learning process in biology.

Nayar K, A., & Barker, M. (2014). Computer labs as techno-pedagogical tools for learning
biology-Exploring ICT practices in India. In Asia-Pacific Forum on Science Learning &
Teaching, 15(1), 5-24
In Indian secondary schools, as in many countries, Information and Communication
Technologies, ICT, are changing the image of learning places, the roles of teachers and students,
and often the entire classroom learning ambience. This study investigates current practices for
learning biology in school computer labs in India in the light of the existing Indian pedagogical
practices. The increasing availability of technology-based learning resources has increased the
techno-pedagogical possibilities (i.e. the possibilities for pedagogical use of technology) in
biology learning, and many schools are augmenting their ICT infrastructure by setting up fully-
equipped computer labs. Nevertheless, the teaching of biology currently continues to be partly in
the traditional classroom and partly in the computer labs. In fact, most schools are not yet willing
to invest large amounts in computer infrastructure, despite school policies that encourage

93
teachers to make use of ICT learning resources made available out of state-provided funding. In
this study, biology teachers' techno-pedagogical perspectives and the nature of secondary school
students' ICT skills deployed in computer labs are explored.
In terms of results, we report that teacher ratings on the techno-pedagogical skills they require
while teaching biology in computer labs revealed that they were, in fact, well aware of the wide
ranging technological possibilities: text processing, website development, spreadsheets, layouts
and multimedia. Again, observations of the lab sessions themselves revealed that students were
deploying significant ICT skills: text processing, information retrieval, information processing
and information gathering. Also, it turned out that the teachers were actually employing the
imaginative range of the skills that they had espoused in their chosen ratings. In summary, when
computer labs became the sites for learning biology, the combination of the ICT provided,
together with the teachers' emerging techno-pedagogical practices, presents heartening
possibilities for promoting student learning in India in the future.

Seenivasan. M and N. Ashok Kumar (2014). Status of Higher Secondary School Libraries in
Thiruvallur District. i-manager's Journal on School Educational Technology, 9(3),18-22.
Libraries are the main sources of knowledge. They play a major role in fostering reading habit
among school children. Hence, it is deemed interactive to study the status of higher secondary
school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary
Schools were selected randomly comprising of Government Higher secondary school,
Government Aided Higher Secondary School, Private Matriculation Higher Secondary School
and Kendriya Vidyalaya from Thiruvallur District. Questionnaires were distributed to the
Headmasters/Principals of those schools who participated in the survey. The collected data has
been tabulated and analyzed using Simple Parentage Analysis. The result showed that 35 schools
(70%) have libraries; whereas 15 schools (30%) don't have libraries in their schools. It is also
found that only 27 schools (54%) have appointed fulltime librarians, but 23 schools don't have
qualified librarians. From the results, it has been concluded that the school libraries functioning
in Kendriya Vidyalaya's and Private Matriculation Higher Secondary Schools are in a
remarkable state, where as Libraries in Government Higher Secondary Schools and Government
Aided Higher Secondary Schools are in a poor state.

Banerjee G. (2014), ICT Development in India: current scenario. International Journal of

Current Research, 6(1), 4685-4689
The revolution in the information and communication sector is making the world united. In
today’s world information and communication technology (ICT) is a key parameter for economic
development. Presently India is 121st position in ICT Development Rankings out of total 157
countries. Though the value of the index increased from 2.13 in 2011 to 2.21 in 2012 India’s
overall ranking slashed down from 120 to 121 during this period. Hence India has to improve its
status regarding ICT if it wants catch up its development goal. Present study tries to analyse the
trend and pattern of ICT in India and its impact on Indian economy. The study found that though

94
the state of development of ICT in India is increasing in past few years, but still it is far from
being satisfactory. Suitable policy prescriptions by the government are necessary for ICT to
become one of the key engines of economic development in India.
Kaur, S. (2014). Importance of ICT in Education for Gifted Students. Issues and Ideas in
Education. 1(2), 211-219.

Gifted and talented children are those who are identified by professionally qualified persons
who by virtue of outstanding abilities are capable of high performance. These are children who
require differentiated educational programs and services beyond those that are normally provided
by the regular school program in order to realize their contribution to self and society (Marland,
1972). A gifted child in the regular classroom may be the only child in the room; hence, he or
she will not have the opportunity to learn with others of like ability. ICT can provide
opportunities for students to develop and practice higher level thinking skills. The gifted students
are spread around the world and ICT makes it possible that gifted students communicate with
other gifted students all around the world. ICT can be used to acquire that type of knowledge
which can satisfy the needs of the gifted children. So, the purpose of this paper is to determine
the use of technology in education for the learning of gifted and talented students.

Wasim, J., Sharma, S. K., & Siddiqui, J. (2014). ICT Integration in India: Approaches Taken
and to be Taken. IJCER, 3(1), 20-25.
In the presence of great social diversity in India, it is difficult to change the social background of
students, parents and their economical conditions. Therefore the only option left for us is to
provide uniform or standardize teaching learning resources or methods. For high quality
education throughout India there must be some nation-wide network, which provides equal
quality education to all students, including the student from the rural areas and villages. This
paper addresses about higher education impacts on learning by the integration of ICT
(Information and Communication Technology) for education activities in India by assessing its
readiness, the factors which lead to the successful implementation of the projects and measuring
those initiatives impact on the educational ecosystem.

Manisha & Anju (2014). The Role of ICT in Higher Education in India. International Journal
of Enhanced Research in Management & Computer Applications, 3(11), 16-19.
Information and communication technologies (ICT) have become commonplace entity in all
parts of life. Across the past twenty years the use of ICT has fundamentally changed the
practices and procedures of business and governance, education. The role of ICT in education is
becoming more and more important and this importance will continue to grow and develop in the
21st century. Use of ICT in education field leads to more student-centred. This paper highlights
the various impacts of ICT on higher education and explores various potential future
developments.

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Kumar M. (2014), Role of ICT in Enhancing Teacher Education. International Journal of
Multidisciplinary Research and Development, 1(7), 386-388
Information and Communication Technology (ICT) has become one of the basic building blocks
of modern society. It has an important role to play in changing and modernizing educational
systems and ways of learning. Information communication Technology has opened new
challenges for teacher education. In the Present era education system faces the challenges to
prepare individual for the information society in which one of the most important aims is to
handle information. Teacher education system empowered by ICT-driven infrastructure can have
a great opportunity to come up to the center stage and ensure academic excellence, quality
instruction and leadership in a knowledge-based society. For this purpose it is essential to create
in the teachers an awareness of the possibilities of ICT which will lead to their willingness to
learn it and resulting in the commitment and confidence to use it. The effective use of ICTs
depends largely on technically competent teachers. The paper discusses role of information
communication technology in enhancement of teacher education and also suggest the measures.

Patra J.N. (2014) The Role of ICT in improving the Quality of School Education in India,
International Educational E-Journal, {Quarterly}, 3(2), 337-345.
Benefit of ICT in School Education – Like other developing countries, India uses ICT as a
teaching tool. Its potential for improving the quality and standards of pupils’ education is
significant. General benefit• Enable grater learner autonomy, • Enable tasks to be tailored to suit
individual skills, • Enable students to demonstrate achievement in ways which might not be
possible with traditional methods, • Unlocks hidden potential for those with communication
difficulties. ICT benefits for students- Students using voice communication aids gain confidence
and social credibility at school in their communities, Increased ICT confidence amongst students
motivates them to use the Internet at home for schoolwork and make their curiosity fulfill,
Computer can improve independent access for students to education, Students with profound and
multiple learning disabilities can easily communicate more, Visually impaired students using the
internet can access information along their sighted peers. ICT benefits for teacher, non-teaching
staff- · Using the ICT gadgets teachers can easily represent their lecture, · Teachers make
interesting and fruitful their teaching by using ICT. Non-teaching staff easily store the recodes in
computers, · Reduces isolation of teachers working in special Educational needs by enabling
them to communicate electronically with colleagues. Enhances professional development and the
effectiveness of the use of ICT with students through collaboration with peers.Improving the
skills of staff a greater understanding of access technology used by students.
ICT benefits for parents-
· Not only learners, teachers, non-teaching staffs but also parents to have higher expectations of
children’s sociability and potential level participation may occur by ICT,
· Parents also have updated themselves by using ICT.
Barriers- In Indian school education system ICT have a great role to enhance the quality of
education. Out of 150 smart schools 63 smart schools have so far been approved in 12 States and

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3 UTs under ICT in Schools Scheme. But, unfortunately there are some barriers to make the
school education completely
ICT based. They are as follows-
Lack of teacher’s competency to handle ICT equipment’s, is one of the biggest
barrier in Indian school education system for making it ICT based, Lack of infrastructures and
equipment’s are another problems for back warding Indian school education than other country,
Lack of interest in teachers and learners keep the Indian school education to his past place, Lack
of investigation for fruitful the schemes of ICT.
Conclusion- Quality in education through ICT and its awareness among stakeholders will have
positive impact on the society. ICT can be helpful in quality and standards of education by
implementing it in various phases of education. ICT can be employed in formal and Non-formal
types of education and would eventually make the learners employable and socially useful part
of the society. By employing ICT in teacher training can save a lot of money of the Government.
Moreover a lot of qualitative improvement can be seen as resource persons for the training can
be best of the world. By employing ICT in administration can help in solving the problem of
Absenteeism of students and teachers. Good quality content is one of the major issues and
directly affects the standards of education and quality. By overcoming the certain challenges
involved in the process of education can help a lot in this side. Conclusively a lot of quality
improvement is possible after careful and planned implementation of ICT in school education by
various stakeholders.

Poonam &Bala (2014). Teacher's Perception about Provisions of ICT in School

Management. Indian Streams Research Journal, 4(1), DOI: 10.9780/22307850,
http://isrj.org/UploadedData/3646.pdf
This paper describes teacher's perception about provisions of ICT in school management. This
article is part of research entitled "A comparative study of Government and private school with
respect to ICT in educational management." The study was conducted among senior secondary
Govt. and private teachers of East Delhi, which included 5 Govt. and 5 private schools of the
same area. The numbers of respondents were 50. The findings revealed that most of teachers
have a good knowledge about provisions of ICT in school management. There was a difference
in opinion of Govt. and private school teachers about provisions of ICT in school management
due to availability and non availability of ICT equipments in school. A questionnaire was
conducted to carry out a comparative study of Govt. and private school teacher's perception
about provisions of ICT in school management.

Dave N. (2013), Dependability of ICT and English in Education, ‘ICT & Innovations in
Education’. International Electronic Journal, 1 (2), 6-8.
The article concentrates upon the uses of both English language and Technology as without these
two the existence of plentiful fields is impracticable. It discusses on the subject of the
significance of English in the field of Technology and gradually followed by the descriptions,

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comments and examples of vary fields in which both English and Technology are utilized. It is
considered as the best integration to search, to increase, to accomplish, to realize, to obtain, and
to achieve. Both English and Technology are the provisions correlated and can create
immeasurable opportunities and possibilities.

Hashemi, B. (2013). The investigation of factors affecting the adoption of ICTs among English
language Teachers in ESL context. International Journal of Language Learning and Applied
Linguistics World. 4(1), 55-70.
Language and technology are two major focuses of reform in education, teachers of English
language have to cope with the challenge of technological and pedagogical shifts occurring in the
teaching profession. Extracted from his PhD thesis the purpose of the researcher in the present
study is to investigate the factors affecting the adoption of Information and Communication
Technology (ICT) among English teachers in English as a Second Language (ESL) context by
means of a quantitative study. First, using a validated and reliable questionnaire consolidated and
inspired by other researches done in the field, the researcher elicited the point of view of 217
English teachers about the mentioned factors. The data collected from the questionnaire was
entered into SPSS software for further analysis. One sample t-test, multiple regression and
ANOVA were used for analysis and testing of the hypotheses. The results demonstrated that
three factors proposed by the researcher were confirmed as active on the adoption of ICTs
among teachers. The priority of the factors based on their views was: perceived usefulness, ICT
knowledge to use and support language teaching and learning, respectively. Finally, based on the
findings of the study and other reviewed guidelines, the researcher proposed some useful
suggestions for English teachers and English Language Teaching (ELT) policy makers in the
context to implement ICT tools in English classes.

Agrahari A. & Singh, S. (2013). Technology Based Learning Environment and Achievement
of Students in Chemistry at Secondary Level of CBSE and UP Board in India. Aarhat
Multidisciplinary International Education Research Journal (AMIERJ). 2(3), 134-147.
The fast growing accessibility and capability of emerging technologies have fashioned enormous
possibilities of designing, developing and implementing innovative teaching methods in the
classroom. The global technological scenario has paved the way to new pedagogies in teaching-
learning process focusing on technology based learning environment and its impact on student
achievement. The present experimental study was conducted to determine the effectiveness of
technology based learning environment on student achievement in chemistry at secondary level.
A pre-test- post-test equivalent group design was used to compare the achievement of the two
groups. A Pre-test and A post-test containing 50 items each from Chemistry textbook were
developed and administered. The collected data were statistically analyzed. The results showed
that there was a significant difference between the mean scores of Experimental group and the
Control group. The performance of Experimental group was better on post-test scores that
indicted that teaching through technology based learning environment enhanced the achievement

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level of the students. On the basis of the results, it was recommended that teaching and learning
through information and communication technologies may be adopted to enhance the language
learning capability of the students.

Tak, R. M. (2013). A Study On Feasibility And Effectiveness Of ICT Integration In Higher

Education In Developing Countries With Special Reference To India. International Journal of
Scientific Engineering Research, 4(2), 4.

Information and communication technology refers to various forms of information and various
means of communication used to share information. In present scenario, life cannot be imagined
without ICT. Every aspect of life and society is driven by ICT in one or the other way. Education
is no exception in this regard. Traditionally, Education refers to a learning process where
knowledge is shared among two entities namely, teacher and student. In today’s technological
environment it is not simply give and take, but ICT has changed the entire scene. Education has
been enriched by different means of ICT. The present paper is based on non experimental survey
and study on use of ICT in higher education in India. The author tried to explore the ICT usage
in education by faculty members of an engineering college. This study will eventually help to
understand the feasibility and effectiveness of ICT usage to impart knowledge in such colleges
where students come from both urban and rural areas of India. This study will help educators,
researchers, and policymakers to establish more reasonable ICT integration practices so as to
make education process keep pace with the technological development.

Kennedy, P. (2013). ICTs in Urdu Medium Schools in Hyderabad: An Evaluative

Study. American International Journal of Research in Humanities. 3(4),138-141.
The use of computers in the classroom is creating a minor revolution in how our children learn
everyday subjects like science, maths, history and geography. Multisensory attractive multimedia
content is entertaining and educating kids. Introduction of K-Yan technology which is high
performance machine is facilitating teaching as never seen before. This is a multimedia computer
with TV, DVD, CD player, CD writer, LCD projector, internet surfing all rolled into one. Right
now lessons from classes V to VIII are loaded into K-Yan, but students from lower classes are
also clamoring for it.

Fathima, S. (2013). Challenges of ICT in teaching learning process. International Journal of

Engineering and Science, 2(12), 51-54.

This article stresses on how ICT helps in improving the quality of education stating that
information and communication technology is an important instrument that can transfer the
present isolated, teacher centered and book-centered learning environment into a student –
centered environment. ICT can change the traditional concept of learning process and the
components of ICT should be integrated in the education program me in such a way that teaching
should be enabled to face the new demands and improve the efficiency and effectiveness of

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education at all levels in both formal and non-formal settings.ICT not only enhances the learning
experience of student but also helps them develop the skill essential to participate effectively in
the world of affairs. Knowledge of ICT and skills to use ICT has gained immense importance for
today’s teacher. The new learning environment developed by the ICT is called Interactive
Learning Environment. ICT aims at transferring the old traditional paradigm of learning to the
new paradigm of learning. Thus, we must accept the new paradigm and technology in teaching
learning process. Educational institutions need to develop strategies, plan to improve teaching-
learning process and ensure that all teachers are well prepared to use the new tools for learning.
The emergence of the knowledge-based society is changing the global status of education .Now;
it is the time to develop a new knowledge-based global society. In developing countries like
India, there are many untrained teachers in this area. The new ICT would be able to reach these
teachers and can provide quality education all around the globe.

Hussain, A., Khan, M. A., & Zaidi, N. F. (2013). The ICT based library and information
services: a case study of B-Schools in Delhi and NCR region. Library Philosophy and practice,
0_1.
The study investigated the ICT based library and Information services: a case study of B-schools
in Delhi and NCR region. The present study demonstrates and elaborates the primary way to
learn about ICTs, the purpose of using ICT enabled library services, to assess to what extent
users are utilized ICT based library services and facilities, various aspects of Internet usage,
favorite search engines, and problems faced by the users in using the ICT in libraries. The papers
also determine the satisfaction level of users regarding research work, online database services
and infrastructure facilities. Suggestions have been given to make the service more beneficial in
the library users of B-schools in Delhi and NCR region.

Patel, R. C., & Ramesh, M. (2013). ICT Aided Pedagogy for Generating Scientific
Knowledge. Bi-Monthly e-Journal. 2(3),11.
Science is a process of searching knowledge in a systematic way. Scientific knowledge is
tentative and can be verifiable. Science can teach the students to think in a clear and logical way.
The objectives of teaching science especially in school is to construct scientific knowledge,
attitude development, nurture the process skills, to study science education at higher level, and
sensitize the pupil about application of science and technology. In this contemporary world
computer technology penetrating in all fields, science teaching is no exception from that.
Students and teachers have high expectation in using computers in their classroom because
Information and communication Technology (ICT) make the learning easier, and versatile. ICT
aided science teaching and learning can facilitate the teacher to teach the concepts and skills in a
most meaningful way. National Knowledge Commission (2006-09) recommends that wherever
feasible, ICT should be made more accessible to teachers, students and administration for
learning. NCF (2005) also emphasized the use of ICT in teaching learning process. Hence there
is a shift is needed from the conventional teaching to constructive learning. ICT aided pedagogy

100
is one such a constructive approach for learning science among the school children, thus this
paper focusing ICT based teaching learning for knowledge generation.

Devi, L. P., & Bimol, S. (2013). Integration of ICT in teaching: A new vision for future teacher.
International Journal of Multidisciplinary Management Studies, 3(5), 38-44.

The world of education is rapidly influenced by fast changing technology and bringing a new
challenge in teaching and learning practice. ICT are becoming more and more important in
teacher training institute/ College. The new teaching methodologies aimed at more effective and
appropriate learning for professional practices involve the use of ICT as an interactive tool of
instruction. The use of ICT, Internet, and multimedia are recognized new field in education
system. Visual aids and computer aids instructions gain much attention of students’ more than
verbal teaching and will influence the teaching in the future sphere of dissemination of
knowledge and information. Integration of ICT tools in teaching has been at forefront of
education sector that enhanced the ability of quality of education in various educational
organization and training institutions. This paper presents the theoretical study on the importance
of integration of ICT tools in teaching practice and use in teachers’ training institution/college on
the perspective of future teacher.

Joshi, N. (2013).Understanding 21st Century Learners and ICT for Quality Improvement of
Teacher Education in India , ICT in Education. International Electronic Journal, 1 (1), 20-25.

Some researchers are even suggesting that the neurological wiring of these learners is actually
physiologically different from that of their predecessors. If students are to be productive
members of the 21st Century workplace, they must move beyond the skills of the 20th Century
and master those of the 21st Century. Teachers are entrusted with mastering these skills as well
and with modeling these skills in the classroom. The characteristics of the 21st Century
classroom will be very different from those of in the classrooms of the past because the focus is
on producing students who are highly productive, effective communicators, inventive thinkers,
and masters of technology.

Thapliyal, U. (2013). Equity in Higher Education: Exploring the Role of ICT. Educationia
Confab, 2(9), 55-61.

The Indian higher education system today faces a daunting challenge of expansion in the face of
globalised competition and all this has in turn made the access to higher education even more
difficult. With tertiary education at the disposition of the privileged few, and majority percentage
excluded from the educational stream, the prospects of youth getting employment are affected.
The job and economic insecurity with unfulfilled career ambitions among the disadvantaged
group leads to aimlessness and unrest, fear and frustrations. With its unimaginable scope, ICT
has become a buzzword. Techno-pedagogic competencies are being emphasized more than ever
before in recent times. “Education for all” being one of the millennium development goals, social

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equity at all the levels of education is an imperative. In accordance with the recommendations of
NKC, Indian government has launched “National Mission on Education through ICT” in 2009
with main aim of providing high quality personalized and interactive knowledge modules over
the Internet for all the learners in higher education institutions in 'Any-time Any-where mode'.
Yet another aspect associated with the usage of ICT is “Digital Divide” that makes it rather an
instrument that needs an intelligent handling. Thus, implementing ICT in higher education for
promoting social equity demands a strong infrastructure, proper planning and policy-making,
efficient professionals and reorientation of the higher education framework. This paper intends to
explore the transformative potential of ICTs in the field of higher education by studying the ways
and means through which ICTs promote social equity.

Prasadh, R. S. (2013). Role of Information and Communication Technology in

Education. Current Perspectives on Education.3, 31-37.

Education in the past was usually a matter of unidirectional transfer of information from the
teacher to the student. The main pedagogical approach was whole class teaching. Many argue
that new pedagogical models need to be explored in order to prepare future citizens for lifelong
learning. There is, as yet, little consensus in societies about what these new pedagogical models
should encompass. ICT stands for information and communication technologies. It consists of
“diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information.” These technologies include computers, the
Internet, broadcasting technologies (radio and television), and telephone. In recent years there
has been a groundswell of interest in how computers and the Internet can best be harnessed to
improve the efficiency and effectiveness of education at all levels and in both formal and non-
formal settings. The present paper discusses the role and importance of Information and
Communication Technologies (ICTs) in Education and draws the uses of ICTs and challenges in
integrating ICT in Education. Finally, it concludes the necessity of implementation of ICT in
educational institutions.

Suklabaidya, S., & Sen, A. M. (2013). Challenges and Prospects of E-governance in

Education. International Journal of Emerging Trends & Technology in Computer Science
(IJETTCS), 2(3), 258-262.

Electronic Governance (e-Governance) is the use of Information and Communication

Technologies (ICT) for the planning, implementation, and monitoring of government programs,
projects, and activities. E-Governance is expected to help deliver cost-effective and easy-to-
access citizen services, and improve processing of transactions both within the government, and
between the government and other agencies. The National e-Governance Plan (NeGP) which is
the flagship e-governance programme of the Central Government, was approved by the
Government of India in May 2006 comprising with 27 Mission Mode Projects(MMPs)at the
Central, State and Local Government level. But the number of mission mode projects is going to
be 30 which are under process on the cabinet where education sector is one of them. Under the

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NeGP, the state ‘Mission Mode Projects’ are Land Records, Road Transport, Property
Registration,Agriculture, Treasuries, Municipalities, Gaon Panchayat, Commercial Taxes, Police
,Employment Exchanges,WCD&SW, Cooperation. By inclusion of education in the State level
MMPs of NeGP, the concept of effective governance of education sector is thoroughly
innovated; for effective handling of new challenges confronting the education sector.
Educational e-governance can facilitate in improving transparency, providing speedy information
dissemination, improving administrative efficiency and public services in all aspects of the
education. It is beyond doubt that for the quantity and quality of output of our education system
to substantially improve, there is no option but to introduce e- governance in this sphere. The
application of ICT for governance is somewhat poor because of which the NeGP is setup, but it
is furthermore poor in the education sector which is one of the key pillars for the rapid growth of
economy of the country. The challenge is therefore to bring e-governance into educational
sector. This research aims at bringing ICT for e-governance of the education sector.

Meenakshi (2013), Importance of ICT in Education. IOSR Journal of Research & Method in
Education. 1(4), 3-8.
This paper is a mere attempt to present a glimpse of meaning of ICT, its importance & its
mandatory need for education, which is indispensable.ICT stands for Information &
Communication Technology .These technologies include: computers, the Internet, Broadcasting
technologies (radio and television), Telephony. One of the many challenges facing developing
countries today is that of preparing their societies and governments for globalization and the
information and communication revolution. Policy-makers, educationists, non-governmental
organizations, academics, and ordinary citizens are increasingly concerned with the need to make
their societies competitive in the emergent information economy. Globalization and innovations
in technology have led to an increased use of ICTs in all sectors - and education is no exception.
Uses of ICTs in education are widespread and are continually growing worldwide. It is generally
believed that ICTs can empower teachers and learners, making significant contributions to
learning and achievement. Of the teachers interviewed on the effectiveness of ICT in education
majority of them felt that introduction and use of ICT adequately will be extremely effective in
children‟s learning and achievement. However, current research on the impacts of ICTs on
student achievement yields few conclusive statements, pros or con, about the use of ICTs in
education. Studies have shown that even in the most advanced schools in industrialized
countries, ICTs are generally not considered central to the teaching and learning process.
However, there appears to be a mismatch between methods used to measure effects and the type
of learning promoted. Standardized testing, for example, tends to measure the results of
traditional teaching practices, rather than new knowledge and skills related to the use of ICTs. It
is clear that more research needs to be conducted to understand the complex links between ICTs,
learning, and achievement. Again, on the question of impact of audio visuals, research shows
that surprisingly little documentation is available on the use and impact of video in education,
barring one or two video projects like UNICEF‟s animation series, Meena‟, which has become a
key weapon in the battle against gender and social inequity in South Asia. Many teachers are

103
reluctant to use ICTs, especially computers and the internet. Some of the reasons for this
reluctance include poor software design, skepticism about the effectiveness of computers in
improving learning outcomes, lack of administrative support, increased time and effort needed to
learn the technology and how to use it for teaching, and the fear of losing their authority in the
classroom as it becomes more learner-centered. In terms of using internet and other ICT as a
resource for lesson preparation, most of the teachers interviewed, admitted to never or rarely
using it, while very few used the internet to gather information sporadically or regularly.

Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on
worldwide knowledge, research, and experience: ICT as a change agent for education. Scholarly
Journal of Education, 2(4), 38-45.
Information and communication technologies (ICT) have become commonplace entities in all
aspects of life. Across the past twenty years the use of ICT has fundamentally changed the
practices and procedures of nearly all forms of endeavour within business and governance.
Education is a very socially oriented activity and quality education has traditionally been
associated with strong teachers having high degrees of personal contact with learners. The use of
ICT in education lends itself to more student-centered learning settings. But with the world
moving rapidly into digital media and information, the role of ICT in education is becoming
more and more important and this importance will continue to grow and develop in the 21st
century. In this paper, a literature review regarding the use of ICTs in education was provided.
Effective use of ICT for Education, along with ICT use in the teaching learning process; quality
and accessibility of education; learning motivation. Learning environment. Besides, an overview
of the ICT and scholastic performance.

Singh U., (2013) Technology Integration In Teacher Education: An Infusion or A Delusion?,

Journal of Arts, Science & Commerce , 4(3), 147.

The present study attempts to find out the state of technology integration in those teacher
education institutions and schools of Patna in the State of Bihar, India that have the state of the
art technology status. Sample of 150 pre-service and 64 in-service teachers was drawn for this
purpose by purposive cum incidental sampling technique. The researcher studied the availability
and accessibility of technology in the selected schools and teacher education institutions; the
relationship between technology proficiency of pre-service and in-service teachers and their
attitude towards integrating technology in education; and the relationship between frequency of
faculty usage of technology in classroom instruction and attitude of pre-service teachers towards
technology integration. Research outcomes showed that teacher education institutions are
making efforts to use technology in teaching-learning while schools still follow the traditional
method. However, the situation is far from attaining technology integration in educational
practices. There is significant relationship between proficiency of in-service teachers and their
attitude towards technology integration and between frequency of faculty usage of technology in
classroom instruction and the attitude of pre-service teachers towards technology integration.

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Rajsekhar, K. (2013). The role of information and communication technology (ICT) in teacher
education in India: A study. Asian Journal of Research in Social Sciences and Humanities, 3(6),
168-178.

Present educational systems are pressure to use the new information and communication
technologies (ICTs) in teacher education, because the students need up-to-date knowledge and
skills for their development or to develop them. ICTs predict the transformation of the teaching-
learning process and the way teachers and learners gain access to knowledge and information.
But, the challenge confronting our educational system is how to transform the curriculum and
teaching-learning process to provide students with the skills. There are several systemic concerns
and needs that need to be addressed in this exercise of redesigning the curriculum framework for
teacher education. Existing programs of teacher education treat knowledge, embedded in the
prescribed school/college curriculum, as a ‘given’ and teachers do not engage enough with the
curriculum framework. Therefore teachers must learn to adjust to existing realities. The present
paper is based on the secondary sources and study the need and active role of ICTs in teacher
education in India.

Agrawal, A., & Prasad, P. (2013). Skill Development Education Through ICT (ODL). Journal
of open schooling, 62(2), 38-43.

All education today is marked by a rapid increase in the use of technology across levels, setting
and modes. Be it primary, secondary, higher or technical education; lifelong learning or skill
development, in formal or non-formal contexts and indeed whether in a face-to-face setting or in
an open and distance learning (ODL) mode, technology informs all aspects. If you see the correct
scenario you will find that there is a flood of advanced technology all over the globe but our
education system is not benefiting due to the lack of information and knowledge of student,
teacher, organization and the administration. The 21st century is the century of IT revolution. To
meet the challenges of time ICT are a major factor in shaping the new global economy and
producing rapid changes in society. Computer ETV, internet, E-mail, print and electronic media,
digital devices, FM Radio etc. E-Learning in naturally suited to instant learning and flexible
learning. In a highly competitive, multicultural workplace, integrated skills and personal qualities
are in great demand. Technical innovations have altered the way work is performed and new
management processes have changed the way people perform it.
Padmavathi, M. A. (2013). Survey of secondary school teachers’ perceptions, competency and
use of computers. International Journal of Education and Psychological Research (IJEPR), 2(4),
7-16.
Use of ICT for teaching and learning has received a lot of attention in the last two decades. The
present study is an attempt to understand the use of ICT, more specifically, use of computers
among secondary school teachers for teaching and learning. The main focus of the study is to
elucidate teachers’ perceptions and competency in relation to actual use computers in classroom
teaching. The study was carried out among secondary school teachers working in Puducherry,

105
India. Teachers’ perception towards use of computer was found to be favorable. Age, gender,
training in computers, teaching subject did not show significant difference in the teachers’
perception on use of computers. However, the actual use of computer by teachers seems to differ
significantly by age, gender, computer ownership, teaching subject, teachers’ competency, and
training. It is concluded that home access to computers, skill training and competency of teachers
are the main determinants of integration of ICT in school education.

Singh, M. (2013). An Analytical Study on Current Level of ICT Access and Its Use in Education
Sector: A Wake up Call for Educational Institutions. International Journal of Innovative
Research and Development, 2(12), 89-95.

Education is an asset for a society. The education system in India is governed by the Ministry of
Human Resource Development (MHRD), and the different Departments of Education at the state
level. The government of India has been making various noteworthy advancements in achieving
the goals of universalization of elementary education through (ICT). This research work is an
attempt to generate awareness among both in teaching and student fraternity employed/ enrolled
in an educational institution. This is a secondary research on various policies of ICT run by
government of India and by state governments to facilitate virtual teaching, online classes,
content development and its delivery and connecting students from remote areas, rural areas
along with urban regions. Some of the popular schemes are Sarva Shiksha Abhiyan(SSA),
Kendriya Vidhalaya Sangathan( KVS) or Central Schools, Navodaya Vidhayalaya Samiti(NVS),
Rashtriya Madhyamik Shiksha Abhiyan, and EDUSAT etc. This research highlights the
spectrum of experiences of various schemes launched by government of India and by state
government, for school education. It will also include the advantages and some practical hurdles
of implementing ICT at primary, secondary and senior secondary school education.

Shivakumar G.S. and T. Manichander (2013). Restructuring the Future Classroom - A Global
Perspective. i-manager's Journal on School Educational Technology, 9(2), 19 - 24.

The students are the consumers as well as co-creators of knowledge. Information does not flow
top-down any more. Networks, peers and students inquisitiveness teach students. Teachers act as
filters. Collaboration is the key. In today's world for the netgen, knowingly or unknowingly
technology and the free flow of information via internet has made young mind wanting. Over the
last few decades, everything has changed in our lives with the all pervasive intervention of
technology. However classrooms have remained untouched by technology. The classrooms that
our grandparents went to are exactly the kind of classrooms our children study in. Chalk and
blackboard, a packed classroom, text books, regimented curriculum, a teacher painstakingly
explaining abstract concepts with the limited tools at her disposal. Imagine a Science teacher
explaining how a DNA replicates, a History teacher teaching a class about the Harappan
Civilization, or a Geography teacher teaching how Block mountains are formed.

106
Hashemi, B. (2013). The investigation of factors affecting the adoption of ICTs among English
language Teachers in ESL context. International Journal of Language Learning and Applied
Linguistics World, 58(8), 90-109.
As language and technology are two major focuses of reform in education, teachers of English
language have to cope with the challenge of technological and pedagogical shifts occurring in the
teaching profession. The purpose of the present study is to investigate the factors affecting the
adoption of Information and Communication Technology (ICT) among English teachers in an
English as a Secondary Language (ESL) context by means of a quantitative study. First, using a
validated and reliable questionnaire consolidated and inspired by other researches done in the
field, the researcher elicited the point of view of 217 English teachers about the mentioned
factors. The data collected from the questionnaire was entered into SPSS software for further
analysis. One sample t-test, multiple regression, independent sample t-test and ANOVA were
used for analysis and testing of the hypotheses. The results demonstrated that three factors
proposed by the researcher were confirmed as active on the adoption of ICTs among teachers.
The priority of the factors based on their views was: perceived usefulness, ICT knowledge to use
and support language teaching and learning, respectively. Furthermore, the researcher found that
there was no difference between the means in relation to the male subjects and female subjects
attitude towards the factors affecting ICT adoption. Also, the training courses in ICT taken by
the respondents did not affect their total attitude towards the factors affecting ICT adoption.
Finally, based on the findings of the study and other reviewed guidelines, the researcher
proposed some useful suggestions for English teachers and English Language Teaching (ELT)
policy makers in the context to implement ICT tools in English classes.

Rastogi, A. & Malhotra, S. (2013).ICT Skills and Attitude as Determinants of ICT Pedagogy
Integration. European Academic Research, 1(3), 87-91.
In a developing country like India, the mismatch between the techno-centric culture mindedness
and the teachers’ pedagogic culture results in the alienation of the teacher from the use of
technology. The present paper focuses on examining teachers’ attitude towards ICT;level of their
competence in ICT skills; their experiences with ICT; and how best they use ICT in their current
educational practice. Maybe due to the overwhelming strength of different types and levels of
ICT skills and attitudes possessed by teachers or due to their staunch commitment to various
pedagogical inputs in the teaching-learning
process, it is likely that the actual integration of ICT in pedagogy might not take place, both
strengths-hanging loose by themselves. This study tries to explore how the proficiency in ICT
skills and attitude towards technology can help in ICT-pedagogy integration. It reveals a strong
positive relationship between the possession of ICT skills by teachers, their attitude towards ICT
and actual implementation of ICT in their classroom teaching.

Kargiban, Z. A., & Kaffash, H. R. (2012). ICT Curriculum in Secondary School: A

Comparison of Information and Communication Technology in the Curriculum among England,

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America, Canada, China, India, and Malasya. International Journal of Computer
Application, 1(2), 77-99.
In this article, the ICT curriculum of the secondary schools in some developed and developing
countries that use ICT in education is described and the framework of ICT use in these countries
are proposed. This framework describes ICT use in teaching- learning process. According to the
framework, this paper discusses features of use of ICT in education which will be useful to
instructional designers to integrate ICT into school curriculum in our country. In this phase the
study of the current ICT curriculum of the secondary schools in the developed and developing
countries (England, America, Canada, China, India, and Malaysia) was performed. Library study
was utilized in this phase. This study aimed:
1. To describe the ICT in the curriculum structure and teaching-learning strategy based on the
experiences of the six mentioned countries.
2. To analyze the ICT experiences in relation to the curriculum and to highlight the best
practices. With the advent of the ICT revolution, India and its villages are slowly but steadily
getting connected to the cities of the nation and the world beyond. The government, the
corporate sector, NGOs and educational institutions has supported the rural development by
encouraging digital libraries, e-business and e-learning. India has a rich cultural heritage, dating
back many centuries. Having missed out the industrial revolution, India is now slowly inching
towards a super-power status in the era of knowledge revolution (Khaiser Nikam, Ganesh, and
Tamizhchelvan 2004). ICT now plays an important role in the curriculum of England, Malaysia,
America, Canada, India, and China. However, ICT as a subject discipline in Malaysia and China
is more or less different compared to its characteristics in the National Curriculum for England,
America, India, and Canada. The curriculum of China and Malaysia is formed in a behaviorist
way while that of England, America, India, and Canada are based on constructivist theory.

P.K. Chaurasia (2012).ICT Kit in Mathematics. Journal of Indian education NCERT. 37(4), 49-
67.
The role of ICT in the mathematics curriculum is much more than simply a passing trend and it
is envisaged not simply as a technical skill or as a means of improving learning effectiveness but
also as a way of transforming the goals and processes of education. It provides a real opportunity
for teachers of all stages and subjects to rethink fundamental pedagogical issues alongside the
approaches to learning that students need to apply in classrooms. Innovations that require
teachers to change many aspects of their daily routines are very demanding for them. Complex
innovations can only be successful if a number of interacting conditions are met. This paper
describes a design for an ICT based tool which can be fitted in mathematics teachers’ daily
routine easily. Though every teacher has her own style, this paper provides a comprehensive
technology exposure along with how to design digital content resources using open source
mathematical software with the pedagogical approaches and an evaluation mechanism through
ICT. This ICT Kit in mathematics describes a design of a source for teacher’s professional

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development in mathematics as well as rubrics based continuous and comprehensive evaluation
tool.
Paul P.K. and Mondal N.K. (2012), Integration of ICT in School Education: An Analytical
Study in Burdwan District in West Bengal, India. Research Journal of Management Sciences,
1(4), 21-25
This paper attempts to analyze the role and performance of Information and Communication
Technology (ICT) in enhancing quality of school education in Burdwan district in West Bengal.
The study covers 65 senior secondary schools encompassing 100 respondents of West Bengal. It
has proven that adoption of ICT as a strategic management tool is a welcome sign for all the
surveyed schools. The study result indicates that ICT was successful in predicting the future of
new technology for the purpose of teaching-learning and transaction of curriculum and thereby
enhancing quality of education. The ‘Kendell’s Coefficient of Concordance’ shows a significant
association between ICT and quality of education. The study result revealed a close association
among the factors like ‘relative advantage’ of ICT and quality of education. It is interesting to
note that no gender disparity exists of effects of ICT on quality of education. However, the
magnitude of quality of education lies in its ability to organize ICT through establishment of
proper infrastructure in the school. This study also showed how ICT has received extensive
recognition as a strategy for upgradation of quality of education through acquired relative
advantage, compatibility, demonstrability and image by overcoming the factors avoidance and
complexities of new technology (ICT)

Gupta, C., D. and Haridas, KPN (2012). Working Paper, International Growth Centre.
Computer Aided Learning (CAL) in school and has been recognized for these efforts through the
Manthan South Asia award for e-governance for the year 2010 under thee -education category
for its project "Implementation of computer aided learning in 244 schools in Bihar under the
BEP-India". The literature on use of ICT for pedagogy has set out certain benchmarks for
integration of ICT into the learning process as a way to improve the quality of school education
in specific social contexts. The objective of this study is to bring out the role of ICT in improving
the quality of school education integrated within pedagogical approaches taking on board the
social constraints of schooling in Bihar and comparing it with the documented results of similar
initiatives, experiences and impact in other parts of India. Government of Bihar has also
announced a shift in the focus of its current IT policy to Information and Communication
Technology (ICT). This study will provide inputs to the education component of ICT policy and
school education policy of Government of Bihar on possible ways to create and improve the
learning environment in schools in Bihar.

Suryawanshi, K., & Narkhede, S. (2012). Green ICT implementation at professional education
institutions: A study from Indian context. International Journal of Advanced Research in
Computer Science and Electronics Engineering (IJARCSEE), 1(8), 111-114.
The future of the nation, the youths are in colleges, now. The India became the future IT hub for
the world as per experts. This study covers the sustenance of ICT for preserving energy for this

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technology and along with preventing mother Earth from hazardous carbon emissions which is
major cause of global warming. The paper outlines the policies of Indian government towards
green ICT. The study identifies the need of eco sustainable or green ICT implementation at
professional education institutes and also identifies the green parameters for information and
communication technology. The objective of the study was to simply raise awareness of Green
ICT implementation need at professional education institutes. In the present work, the authors
tried to make a systematic study on the issues of ICT use in education and also to find three
significant reasons namely the social, economic and environmental demands of green ICT.
Ahmad, W., Kumar P., Nehra D. K. and Kumar V. (2012). Emergence of Information
Communication Technology in Management of Children with Special Needs. Delhi Psychiatry
Journal, 15 (1), 225-230.
Today we are in the era of inclusion. In almost every country, inclusive education has emerged
as one of the most the dominant issues in the education of students with special education needs
(SWSEN). In the past 40 years, the field of special needs education has moved from a
segregation paradigm through integration to a point where inclusion is central to contemporary
discourse. Inclusive education is a strategy based on human rights and democratic principles that
confronts all forms of discrimination. Inclusive education is concerned with removing all barriers
to learning, and with the participation of all learners vulnerable to exclusion and marginalization.
It is a strategic approach designed to facilitate learning success for all children. Hence, it
becomes the duty of a regular teacher to handle children with special needs along with normal
children in his/her classroom. So the ICT that he uses should also meet the diverse needs of
children with disabilities such as children with learning disabilities, mild intellectual disability,
autism, hearing impairment and visual impairment. As states and schools work to implement the
requirements of educational reform required by the No Child Left Behind Act, 2001, they must
ensure that all students are included, in particular students with disabilities. Specifically,
technology assists students with disabilities to: (a) maximize independence in academic and
employment tasks; (b) participate in classroom discussion; (c) gain access to peers, mentors, and
role models; (d) self-advocate; (e) gain access to the full range of educational options; (f)
participate in experiences not otherwise possible; (g) succeed in work-based learning
experiences; (h) secure high levels of independent learning; (i) prepare for transitions to college
and careers; (j) work side-by-side with peers; (k) master academic tasks that they cannot
accomplish otherwise; (l) enter high-tech career fields; and (m) participate in community and
recreational activities4 . The view of technology as playing a “role” for the student with
disabilities includes a focus on the teacher’s integration of technology into the learning
environment and on technology’s impact on student outcomes and related benefits.

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Nishta Rana (2012).A Study To Assess Teacher Educators Attitudes Towards Technology
Integration in Classrooms. MIER Journal of Educational Studies, Trends & Practices , 2(2),190-
205.
The aim of this study was to assess the teacher educators' attitudes towards technology
integration in classrooms. 21 teacher educators from a teacher education college of north India
participated in this study. The data were collected with the help of a Teacher Educators' Attitude
towards ICT Scale containing forty items. The results show that most of the teacher educators
have positive attitudes towards the general role that information and communication technology
can play in education and in the educational process. The findings also reveal that no gender
differences exist on attitudes towards ICT in teacher training. Further analysis shed light on
differences in attitudes with respect to age.

Devi, S., Rizwaan, M., & Chander, S. (2012). ICT for Quality of Education in
India. International Journal of Physical and Social Sciences, 2(6), 542-554.

Information and Communication Technology (ICT) can be utilized for the education sector.
Education includes online, distance and part time education. There are unlimited applications of
ICT in the real world. In his paper emphasis is on the education field. Traditional Non-formal
education system process includes activities like admission, Personal Contact Programmes,
Exam for any course in a University or Institution. In this process ICT can play a great role in all
the activities by providing a lot of benefits to students, teachers, parents and Universities itself.
ICT can be used for providing education to the people who are not able to come to school due to
various constraints. ICT can play great role in formal and non formal forms of education. The
paper examines certain important issues related with the effective implementation of ICTs in all
levels of education and provides suggestions to address certain challenges that would help in the
implementation of ICTs in education and simultaneously increasing Quality of education.

Sulaiman V, R., Hall, A., Kalaivani, N. J., Dorai, K., & Reddy, T. V. (2012). Necessary, but
not sufficient: Critiquing the role of information and communication technology in putting
knowledge into use. The Journal of Agricultural Education and Extension, 18(4), 331-346.

This is the first of two linked papers dealing with information and computing technology (ICTs)
and the question of putting research into use. This, the first paper, takes the experience of South
Asia to review the scope of ICT applications in development practice as a tool for putting
research into use for innovation. The findings from this study suggest that ICTs in general have
not contributed effectively to the challenge of putting new knowledge into use as they are mostly
used to support traditional communication tasks — such as information dissemination and
training. The paper argues that this under‐utilization of the potential of ICTs could be due to: a
lack of appreciation of the new communication‐ intermediation tasks required for innovation,
underestimation of the roles of intermediaries and their capacities for innovation and lack of
networks needed for communities to make use of the information provided through ICTs.
Although the understanding on communication, innovation and extension has changed
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substantially in the past two decades, there is still a big gap between theory and practice. This
paper contends that this gap needs to be bridged if ICTs are to effectively contribute to putting
new knowledge into Use.

Sarkar, S. (2012). The role of information and communication technology (ICT) in higher
education for the 21st century. The Science Probe, 1(1), 30-40.

This paper attempts to highlight the role of ICT in higher education for the 21st century. In
particular the paper has argued that ICTs have impacted on educational practice in education to
date in quite small ways but that the impact will grow considerably in years to come and that ICT
will become a strong agent for change among many educational practices. It is evident from the
study that use of ICT in education is increasing very rapidly in various states of India. One of the
most common problems of using Information and Communication Technologies (ICTs) in
education is to base choices on technological possibilities rather than educational needs. In
developing countries where higher education is fraught with serious challenges at multiple
levels, there is increasing pressure to ensure that technological possibilities are viewed in the
context of educational needs. The use of ICT in education lends itself to more student-centred
learning settings and often this creates some tensions for some teachers and students. But with
the world moving rapidly into digital media and information, the role of ICT in education is
becoming more and more important and this importance will continue to grow and develop in the
21st century. Thus, the paper suggests that ICT in higher education is not a technique for
educational development but also a way of socio-economic development of the nation.

Utpal M. (2012). Impact of ICT on Schooling: The Starry-Night Effect, Newsletter of the
International Federation for Information Processing Working Group 9.4 and Centre for
Electronic Governance, Indian Institute of Management, Ahmedabad

Clear objectives of ICT in schools stated in the National or State policy and a strategy to
translate these into curriculum, pedagogy, assessment and teacher training can create a climate
conducive to the use of ICT in schools. The effects of the technology on teaching-learning can
then be clearly assessed. But not many ICT programmes in India and many other countries
operate in this climate. If news reports(Chitlangia, 2011) are indicators to go by, there are no
teachers for computer classes in government schools in the country’s capital for the past several
years. No teacher, no time, no programme, and no place for computers in the school - the picture
is more pathetic in the rest of India 25 years after the introduction of computers in schools.
Meanwhile, there are reports galore that record the more successful aspects of ICT programmes
ignoring the ones that are not so. Such reports create the starry-night effect – spectacular but
illusory.

Joshi, M., & Toro, U. (2012). ICT in Higher Education: Review of Literature from the Period
2004-2011. International Journal of Innovation, Management and Technology, 3(1), 20.

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Information and Communication Technology (ICT) is a vehicle to enhance the quality of the
education. As the world is moving rapidly into digital media and information, the role of ICT in
education is becoming more important in the 21st century. ICT helps to share availability of best
practices and best course material in education. ICT based education causes changes in the
educational objectives in the conception of the teaching and learning process. ICT allows the
academic Institutions to reach disadvantaged groups and new international educational markets.
Within the past decade, the new ICT tools have fundamentally produced significant
transformations in industry, agriculture, medicine, business, engineering and other fields. The
new teaching methodologies involve the use of audiovisual, computer and telematic tools on the
part of lecturer.

Beena, M., & Mathur, M. (2012). Role of ICT education for women
empowerment. International Journal of Economics and Research, 3(3), 164-172.

Education is the most powerful weapon which you can use to change the world. Information and
communications are closely linked to power and the ability to affect change. ICT is an umbrella
term that includes any communication device or application, encompassing: radio, television,
cellular phones, computer etc. Socially the majorities of Indian women are still tradition bound
and are in disadvantageous position. ICTs are emerging as a powerful tool for women
empowerment in a developing country like India. The sample size of the research was 200 by no.
of trainees and 30 by no of instructors of different Governmental and Nongovernmental
Organizations of Jaipur district. Researcher used random sampling technique to select the sample
for the study. The data was collected with the help of self constructed questionnaire. The analysis
of mean and graphical representation used for the analysis of data indicated that the Age group,
Marital status, Educational level had significant effect on different variable of women
empowerment like Self confidence, Self awareness, Independence and Feeling of freedom. The
study can be used to create awareness among women for betterment of their live. This research
concluded that the information and communication technology empower a women in various
areas like social, educational, personal, psychological, political, technological and economical.

Roy, N. K. (2012). ICT-enabled rural education in India. International journal of information

and education technology, 2(5), 525.

Right to Education is the primary right of every citizen of India, whether a child resides in a high
profile society or in a far away not so developed secluded village, according to the Article 45 of
Indian Constitution the basic elementary education must be provided to all the children up to the
age of fourteen years. Even after 64 years of independence some States in India are still
struggling to achieve Universal enrolment, retention and quality education. There are about
1303996 or more than one million rural schools among 6,38,000 villages in India. Schools in
rural areas are promoted to raise the level of education and literacy in rural India. The main aim
of running these types of schools in India is to increase the rate of literacy in rural areas. More
than 40 percent of India’s population is illiterate and cannot read or write. Schools in rural areas

113
are inadequate and often equivalent to being non-existent. Thus, government’s initiative to set up
schools in rural areas came into picture. According to Just Indian Schools the conditions of rural
education in India, is improving steadily and the government is also providing full support and
providing with many initiatives. The fee structure in these schools is also very low so that every
child can study and afford it.

Bose, S. (2011). ICT, Instructions and reforms: Case study of four educational
institutions. Malaysian Journal of Educational Technology, 11(1), 45-54.
The increasing dependence on Information and Communication Technology (ICT) and
globalization are intertwined trends. Together, they are integrating societies and homogenizing
cultures. Consequently educational systems of different societies are aspiring for similar
practices and attainments. One such aspiration is to integrate ICT into the instructional system.
This aspiration is based on the argument that ICT can reform instructional practices. The
descriptive case study undertaken aimed to critically assess the nature of ICT use in the
classrooms of four educational institutions of India - a government and a private senior
secondary school, a coaching center and a nursery school and determine whether the emerging
pattern of ICT use could lead to instructional reforms. Interpretation of information was done by
anchoring it into a rubric developed with arguments in favor of ICT use for delivering
instructions and frameworks for technology integration in instructional processes extrapolated
from published literature. It was found that although in keeping with the global trend, ICT had
been introduced into classrooms but the nature of ICT use in none of the institutions could usher
reforms in instructional practices.
B. Tamil Selvi and S. Thangarajathi (2011). Development and Validation of Yoga Video
Package and Its Effectiveness On Depression, Anxiety And Stress Of School Teachers. i-
manager's Journal on School Educational Technology, 7(1), 48-56.

Teaching once was considered as a noble job but, within the last decade it has become an
increasingly stressful profession for school teachers. Increased work load, insufficient salary
package, fast changing curriculum, increase in the responsibilities of the students, modern fast
mechanical life, conflicts with the colleagues and with higher authorities have made the teaching
profession more stressful. This stress ultimately gives rise to many other psychological problems
like depression, anxiety, etc. A lot of physiological problems like changes in blood pressure,
hypertension, obesity, diabetes, heart problems, respiratory problems, eating disorders, sleep
disorders, etc. arise as a result of job stress. This will finally affect their work efficiency and they
also tend to pour down these effects on the school children. It also leads to miserable classroom
environment, thereby affecting the learning process of the children. The long search for a natural
healing remedy for psychological problems like Depression, Anxiety and Stress finally lead to a
scientifically proven technology called yoga. Yoga is a science that has been practiced for
thousands of years and is said to be a magical natural remedy for all psychological maladies. So
an attempt has been made in this study to use this Yogic Technology, on school teachers. A
special video package has been designed based on the above said psychological problems of

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school teachers and it is tested on them. A significant reduction in Depression, Anxiety and
Stress was found in school teachers after yoga training. So it is suggested to include a short Yoga
training for future school teachers which will help them manage their psychological problems
and improve their Professional Excellence.

Bhati, M.S., Bhati, A.K. & Kulvia, K.K. (2011). Role of ICT in teaching social studies. Indian
Streams Research Journals. 1(5), 14-20.
In a democratic society like ours, education is an absolute necessity. In a nation, where any voter
is may hold any public office-including that of the president-a common man educational
programme for the masses is very essential. It is more than a matter of individual and personal
choice. It is a v concern of society as a whole. Or schools are, therefore, expected contribute
directly to the development of good citizenship, loyalty to democracy, civic responsibility and
human relationship. Moreover in the present-day complex world, they are expected to help boys
and girls to learn to live effectively, as preparation for useful and well-adjusted lives in the
twenty-first century. It means that our schools should help them to acquire a philosophy of life,
attitude, skills, concepts, understandings and knowledge that will prove useful to them for the
next sixty or seventy years of their lives. These represent the broader goals of our education. And
social studies as an independent field of study, has assumed a special responsibility towards the
attainment of these goals.

Kumar, L. and Chin, K., L. (2011). Impact Of Simulations On The Mental Models Of Students
In The Online Learning Of Science Concepts. i-manager's Journal on School Educational
Technology, 7(2),1-12.
Numerous flash or java applet based simulations have been developed to improve students'
comprehension of Science concepts, particularly the more complex or 'dry' ones. Simulations have
been reported to be effective as instructional aids in scaffolding scientific learning by students
since simulations support the explication of implicit understandings. Simulations are usually
designed to allow students to actively manipulate variables to experimentally explore the
relationships between these variables and their scientific applications. Rich associative thinking
skills can also be infused in students by encouraging them to actively manipulate the simulations
and learn on their own new science concepts without being prescriptively taught to by teachers as it
often happens in Science classrooms. Misconceptions in the learning of Science concepts can more
easily be identified and corrected in a timely manner. This paper examines in-depth research
studies that have been conducted on the effectiveness of integrating simulations in the teaching and
learning of Science and the effects of simulations in developing sound understanding of Science
precepts. Studies done by one of the author of this paper have also been described in explaining the
performance of a group of in-service teachers in the applied use of simulations in the delivery of
Science education.

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Sansanwal, D. N. (2011). Use of ICT in Teaching–Learning & Evaluation. International
Conference on e-resources in higher education: Issues, Developments, Opportunities and
Challenges, 19th & 20th Feb. 2010, Bharathidasan University, Tiruchirappalli
Research evidence has suggested that not a single teacher is capable of giving up to date and
complete information in his own subject. The ICT can fill this gap because it can provide access
to different sources of information. It will provide correct information as comprehensive as
possible in different formats with different examples.
Awan, R. N. (2011). What Happens to Teachers ICT Attitudes and ClassroomICT Use when
Teachers are made to Play Computer Games?. International Journal of Information and
Education Technology, 1(4), 354.
The aim of this research was to investigate how the ‘level’ of ICT uptake amongst teachers and
the ‘quality’ of ICT use in classrooms can be promoted by challenging teachers’ attitudes
towards technology adoption. The issue of teachers ‘technology confidence’ and ICT lesson
planning skills were tackled by providing training sessions that focused on encouraging them to
use educational multimedia game resources for teaching and learning purposes. The results of
this study revealed a positive shift in teachers’ attitudes towards the received ICT training and
positive attitudes towards the use of ICT in teaching. To encourage greater ICT use by teachers it
is suggested that educational game playing workshops (that are aligned to curriculum outcomes)
be considered as a form of sustainable in-service training.
Rathore, B. (2011). Language learning through ICT. Journal of Technology for ELT, 7(2).

Information and Communication Technology is the buzz word of the 21st century. With
incredible finesse it has changed the nature of sharing, storage and dissemination of information.
According to UNESCO, “ICT is a scientific, technological and engineering discipline and
management technique used in handling information, its application and association with social,
economical and cultural matters.” The present paper deals with the importance of ICT in
teaching language skills.

Yadav K. and Sain S. (2011). The Future of ICT Integration in Teacher Education in India.
Indian Journal of Adult Education, 72(4) 67-74.
Information & Communication Technology (ICT) is universally acknowledged as an important
catalyst for social transformation and national progress. However, disparities in the levels of ICT
readiness and use could translate into disparities in level of productivities which would influence
a country’s rate of economic growth. Understanding and leveraging ICT is therefore critical for
countries striving for continued social and economic progress. The article discusses about
National Policies in Context of Teacher Education, Structure of present teacher training process,
A Framework for ICTs in Teacher Education, Evaluation in Teacher Education including role of
NCERT and RIE (Initiatives and Collaborative activities).
Sharma, A., Gandhar, K., Sharma, S., & Seema, S. (2011). Role of ICT in the Process of
Teaching and Learning. Journal of Education and Practice, 2(5), 1-6.

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ICT enables self-paced learning through various tools such as assignment, computer etc as a
result of this the teaching learning enterprise has become more productive and meaningful. ICT
helps facilitate the transaction between producers and users by keeping the students updated and
enhancing teachers capacity and ability fostering a live contact between the teacher and the
student through e-mail, chalk session, e-learning, web-based learning including internet, intranet,
extranet, CD-ROM, TV audio-videotape. Edusat technology has become very powerful media
for interactive participation of experts and learners and it reaches the unreachable. Emerging
learning Technology (ELT) of bogging, Integrated Learning Modules, a podcast, Wikis,
Enhancement of Browsers, e-learning, M-learning, U-learning have started making rapid strides
in teaching learning processes.

Das, A. K. (2011). Emergence of open educational resources (OER) in India and its impact on
lifelong learning. Library Hi Tech News, 28(5), 10-15.
Purpose – The purpose of this paper is to critically examine the evolution of open educational
resources OER initiatives in India – how OER movement emerges from the open access
movement in the backdrop of an emerging knowledge-based economy. This paper also illustrates
how OER help in democratizing lifelong learning spaces that eventually help in skills
development. Design/methodology/approach – This paper primarily uses baseline surveys and
recommendations of different working groups of Indian National Knowledge Commission.
Relevant policy instruments of the Ministry of Human Resources Development, UNESCO,
International Federation of Library Associations and Institutions and other national and
international bodies are also critically examined to understand India's stand on OER in
comparison with other promising developing countries. This paper analyses impact of OER on
Indian systems of education, ranging from lifelong learning, technical and vocational education
and training to higher education systems. This paper also illustrates various models of
innovations which are shaping up multi-dimensional lifelong learning pathways to cater to career
aspirations of young Indians. Findings – This paper finds out that Indian OER initiatives make
use of textual platforms as well as audio-visual platforms embracing YouTube, Metacafe and
other web-based streaming video channels. This paper also illustrates the collaboration patterns
in OER initiatives in order to attain sustainability, optimum usage and integration with formal
curriculum of skills development programmes. Research limitations/implications – Although this
paper identifies external as well as internal factors that are shaping up OER movement in this
emerging knowledge economy, this paper mainly focuses on country-level initiatives. The
challenges faced at the institutional level as well as users level can be traced through advanced
research studies. Practical implications – This paper suggests some sustainable models for OER
deployment, lessons learned and challenges faced by practitioners and users communities. Social
implications – OER development has become a social movement. Proper deployment and
utilization of OER resources will lead to social empowerment of young adults. This paper helps
in understanding how Indian society embraces OER in order to attain social justice and
empowerment through sustainable educational development. Originality/value – This paper is a

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unique attempt to produce a state-of-the-art report on the emergence of the OER movement in a
transitional emerging economy.

Arora D., Quraishi S. & Quraishi (2011), Role Of Information And Communication
Technology in Teacher’s Education. Pioneer Journal, 3(1), 77-89

The use of Information and Communication Technologies or (ICT), in academic field is a major
point of discussion. Where educators and educational researchers are continuously working for
innovative ways of using these technologies to support and enhance student outcomes in
education.Use of ICT in education and teaching provide number of benefits, but to avail the
facilities of ICT teachers need to have certain level of confidence. They should be prepared to
use ICT in teaching and also trained in how to integrate ICT with teaching. The main purpose of
this paper is to shows the gap between the ICT curriculum used in various universities to train
teachers with what is expected from the international standards, national ICT in education policy
and the development of the field of ICT itself. This paper also serves those of the challenges and
issues faced by teacher educators in preparing and using ICT training curriculum for the next
generation of teachers in the face of rising globalization.
Avdhesh S. Jha (2011). Teacher Empowerment and Institutional Effectiveness In Teacher
Education. i-manager's Journal on School Educational Technology, 6(3),49-56.

Teacher Empowerment means to equip a teacher for conceptual and practical teaching which
focuses on the relevant syllabus topics. It means the power of the teacher to exercise his judgement
of what, why, how, when and why to teach. It also insists on developing a harmonious relationship
with the environment along with the right of the teacher to participate in the determination of
educational goals and policies and the achievement of educational school goals. In the present
study teacher empowerment means the teachers ability and potential to achieve the school goals
and the educational goals. The present study is restricted to the B.Ed. trainee teachers of
Ahmedabad district. The objectives of the study comprised to know the necessary general qualities,
personal qualities, teaching qualities, student teacher relationship, behaviour, attitude and
miscellaneous qualities required by a teacher in the classroom and amongst the students for teacher
empowerment. 100 trainee teachers from ten different colleges were selected by purposive
sampling from Ahmedabad district. A questionnaire was prepared and the survey method was used
in the study. The raw data was then grouped and then the frequency and the percentage of the
frequency of the responses by the respondents for the said factor necessary for the teacher was
applied to do the analysis and interpretation of the data. The study concluded that the necessary
qualities required for teacher empowerment is the minimum necessary qualifications required for a
teacher, general awareness, good and clear voice, simplicity, nobility, kindness, gentleness,
generosity, activeness, honesty, humbleness, politeness, mildness, softness, intelligence, creativity,
knowledge of psychology, philosophy, technology, management, different methods, techniques,
approach, content, various languages, presentation style, sense of humour, decency and
humbleness. The other qualities required by a teacher are responsibility, course completion on

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time, duty oriented, unbiased, ideal and intimate in addition to bearing sympathy, mercy,
spontaneity and good understanding. The teacher should avoid punishing, frowning, hatred,
abusive words, chewing tobacco. He should not be fearful, angry, rude and revengeful but bear
oneness, equality, love and affection for students and try to be friendly.
Raji, P., M, A.( 2010). Gender Experiences in IT@School, an ICT enabled education project of
Kerala, India. The Journal of Community Informatics, North America, retrieved from <http://ci-
journal.net/index.php/ciej/article/view/534/514>.
The turn of the century saw the emergence of a global partnership committed to time bound
goals for poverty eradication and sustainable development. The Millennium Declaration signed
by over 147 nations recognizes the pivotal role of information and communication technologies
in accelerating the development process and it resolves to make its benefits available to all. It
was followed by a spurt of Information and Communication Technology (ICT) based activities
across the world. The Indian state of Kerala broke new ground with the launching of IT@School,
a project for ICT enabled education in schools and Akshaya1, a project for e-literacy.

Bose, S. (2010). Enabling Secondary Level Teachers to Integrate Technology through ICT
Integrated Instructional System. Online Submission.
Institutions providing pre-service teacher education are responsible for preparing teachers
capable of functioning in the knowledge society, which India aspires to be. Schools of a
knowledge society would require teachers to integrate technology into the instructional system
and they are to be prepared for it accordingly through teacher education programmes, especially
pre-service ones. With this requirement as a backdrop and on the basis of the argument that
teachers are to be taught through methods, which they are later expected to adopt, this article
aims to highlight the need to integrate technology in the instructional system of teacher education
institutions of India. In this article only the secondary level of teacher education of India
(Bachelor of Education) has been considered and it has been emphasized that teachers need to be
taught during teacher education programmes through methods that integrate Information and
Communication Technology (ICT) so that they may be prepared to integrate ICT when they
teach in schools. The article first upholds the rationale for shifting towards ICT integration. It
also clarifies the process of ICT integration and thereby underscores the difference between
occasional use of ICT and ICT integration in the instructional system. While depicting the
present scenario with only occasional use of ICT supplementing traditional methods of teaching,
it has been cautioned that the present practice, which does not amount to technology integration,
could leave teacher trainees unprepared for integrating technology when they teach in schools

Sharma, D., & , V. Singh (2010). ICT in universities of the Western Himalayan Region of India
II: A comparative SWOT analysis.
The paper presents a comparative analysis of a case study carried out to understand the
performance and impact of ICT initiatives taken by the Universities located in the Western
Himalayan Region of India. A basic four- tier framework has been used to carry out this study.

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Accordingly, a pre- structured questionnaire on ICT initiatives, status and accomplishments,
containing 117 questions divided in 18 groups, was prepared and given to the Head of the
Department (HOD) of ICT in the Universities, who along with his technical team, supplied the
feedback on a five- point scale. In each of the groups, at least one question was related to
performance (as performance indicator) which was identified and thus another special group ‘S’
was created. In order to assess the respective performance and impact, a standard statistical
analysis was carried out in terms of the weighted mean and the correlation (Pearson’s)
coefficients (CC) validated by t-test. The finding of the study are (i) a dynamic academic
leadership and a properly trained skilled human resource yield better performance and impact
leading to effective problem solving capability, research output and actual placements. This
aspect is being implemented in most of the universities effectively and the performance is found
to vary from one to another university (ii) For most of the groups the CC, with the ‘S’ group, was
found to be significant, indicating a positive ICT- based performance in the universities (iii) The
universities, to a greater extent, have been found to act as nuclei towards creating skilled
professionals with enhanced core competence.

Gaurav Singh and Girijesh Kumar (2010). ICT in Teacher Education in India: Still In Search
Of Its Application. i-manager’s Journal on School Educational Technology. 5(3), 49-55.
It is no longer possible to conceive of teacher education without ICTs. It is imperative for the
teacher education institutions to wake up and reorganize their curriculum to accommodate the
changing face of knowledge. This study conducted by the researcher in teacher education
institutions related to availability and access of ICTs in these institutions during session 2008-09,
brought forward the real scenario of ICT in teacher education institutions. For this study the
researcher used a scale named “ICT Friendliness Scale” developed by Kumar and Singh (2008).
Analysis indicates that there is not a single ICT facility, which is present in every teacher
education institution. There is non-availability of facilities like Educational software pertaining
to school subjects on CDs, Slide Projector, Networking in computer lab, Dial-up/ Broad band
Internet Access, LCD Projector, Language Learning Software with Headphones, Electronic
versions of common Encyclopedias and Electronic versions of common Encyclopedias in all the
Government aided Teacher education Institutions sampled for the study.
Enhancing the quality and accessibility of higher education through the use of Information and
Communication Technology.

G. V. Gopal, G. Viswanathappa, P. Mohan Kumar, Biju K and Nadeemulla Shariff (2010).

Development Of Instructional Modules For ICT Enabled Curriculum Transaction For Various
Subjects At Secondary Level For Teacher Empowerment And Their Quality Assessment. i-
manager’s Journal on School Educational Technology. 5(3),11-17.
Integrated instructional module in various subject areas at secondary level for Kerala developed
in a workshop mode and a CD is prepared using Linux-base. Training was given to the teachers
in the instructional modules prepared by NIIT i.e. ICR and the same have been evaluated through

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a feedback mechanism. This paper is focusing on the comparison of the instructional materials
developed by NIIT i.e. ICR with mostly used software quality models. It was an attempt to find
out whether the instructional materials as the application software are having the quality
characteristics so that the integration of the same in the teaching learning process makes a
meaningful effect and appreciable.

Krishnaveni, D. R., & Meenakumari, J. (2010). ICT-based Teaching and Learning in Higher
Education–A Study. International Journal of Computer Science & Emerging Technologies, 261.
Technology has become an indispensable tool in all aspects of life. It has transformed our life in
many ways including the teaching-learning pattern. At present there is a transformation from
traditional learning to a flexible learning scenario. Technology enhances ones learning by
eliminating the geographical barriers, time and space constraints thereby enhancing life-long
learning. In specific Information and Communication Technologies (ICT) have brought about
significant changes in the higher education sector. ICT has been used in various aspects of
teaching learning process in higher education. This paper presents the purpose of ICT-based
teaching-learning in higher education institutions. It also identifies and presents the various items
that contribute to effective ICTbased teaching-learning process. This paper brings out the extent
to which the identified items contribute to ICT-based teachinglearning process in the present
scenario. A path model for teachinglearning process was built and estimated. The path model
was found fit to be implemented in higher education institutions to increase ICT-based teaching-
learning process.

R. Ramesh and B. Sumathi (2010). CAI in Learning Voice in English Grammar Among Eighth
Standard Students–an Experimental Study. i-manager's Journal on School Educational
Technology, 6(2), 36-41.

English is a language, which is spoken by numerous people across the world. It has acquired a
prominent place in meeting the communicational needs of the people. Grammar is a set of rules
that helps the people to use the language better. In schools, the teachers of English are considered
as the most important factor in making the study of English Grammar successfully. We all know
the teachers are experts in their subjects, but faces problems while teaching, because of the
overcrowded classroom and heterogeneous group of students. This problem can be overcome by
the application of innovative teaching technology. The most striking innovation in the field of
educational technology is the application of Computer Assisted Instruction (CAI) in different
mode. It makes the children more creative and providing them with an individualized
environment. One of the most vital developments in school system is to meet the individual
difference among the learners in a satisfying way. Considering the above, the investigators have
developed and standardized a CAI package using Macromedia Flash 8 software for learning
English Grammar —Voice for Eighth standard students. The selected content Active and Passive
Voice is one among the important section in English Grammar. In this study, the quasi-
experimental within and between the group pre-test and post-test design was adopted by the

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investigators. The investigators have undertaken the experimental study on 89 Eighth standard
students of three matriculation schools in Mecheri taluk in Salem. The identified students are
allotted randomly for two groups such as control group and experimental group. Pre-test and
Post-test were conducted for both the groups. Test of significance difference (t-test) is employed
for analyzing the data. The study proves that the learning outcome through CAI is higher than
the conventional method. The present study clearly demonstrates that the CAI as individualized
self-instructional strategy could be employed for learning English Grammar-Voice in the place
of conventional instructional situation.

R. Ravi and V.A. Malathy (2010). Multimedia as An Interactive Platform in Learning

Volcanoes in Social Sciences Among Upper Primary Students – An Experiment. i-manager's
Journal on School Educational Technology, 6(2), 42-49

Instructional technology is a growing field which uses technology as a means to solve teaching
and learning challenges, both in the classroom and outside the classroom that is in distance
learning environments. Multimedia is an interactive instructional technology used in the
classroom for teaching learning process has a wide significance to the learners as well as
teachers. Multimedia means the integration of continuous media (e.g. audio, video) and discrete
media (e.g. text, graphics, images) through which the digital information can be conveyed to the
user in an appropriate way. In the present study, the investigators have developed and
standardized the Multimedia Package in non-linear way using Macromedia Flash MX software
for learning Volcanoes in Social Sciences for upper primary students. The ADDIE model was
considered to develop and standardize the Multimedia package. In this study, the experimental
method was adopted by the investigators. The Parallel Group Design was chosen in this study in
which the Control and Experimental groups were the two groups of parallel group design. Fifty
students studying VIII standard from Government Higher Secondary School at Vellalore
panchayat in Coimbatore were randomly selected as sample for the study. The fifty students
were divided into two groups (i.e.) Control group and Experimental group. Each group
comprised of 25 students. The pre-test and post-test were conducted for both groups. Finally the
study proves that the learning outcome through multimedia package is higher than the traditional
method. Hence, it concludes that the multimedia package developed and standardized for
learning volcanoes in social sciences is so effective tool and the same can be implemented to
enhance the learning activities of the students.
Pradeep kumar misra (2010). Empowering School Teachers for Emerging Technologies: An
Action Plan. i-manager's Journal on School Educational Technology, 6(1),14-23.

Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st
Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a
challenge associated with change. Teachers who resist change may impede and/or limit their
students’ learning and skills. Teachers, therefore, must prepare students by teaching knowledge and
skills necessary for students to be successful in the technology-rich 21st Century” (Niles, 2007,

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p.27). In this context, school teachers need to understand how emerging technologies work, what
they offer, and to use them for betterment of teaching learning process. Here a pertinent question
arises that what approach should be adopted to empower school teachers for emerging
technologies. To critically and systematically deal with these issues, author talks about emerging
technologies in education, their impact on teaching-learning process and need for Tech-savvy
teachers. This discussion is followed by a detailed action plan to empower school teachers for
emerging technologies. The proposed action plan is based on the approach that three parties namely
NCTE (National Council for Teacher Education), Teacher Education Departments/Institutions and
school teachers themselves are key to fulfill this promise.
Naved Ahmad and Nishat Fatima (2009).Usage of ICT Products and Services for Research in
Social Sciences at Aligarh Muslim University, DESIDOC. Journal of Library & Information
Technology, 29(2), 25-30
The paper is a finding of a study of the social sciences researchers’ use of information and
communication technologies (ICTs) in the Aligarh Muslim University (AMU). A well-structured
questionnaire was used to collect the data. The study shows that researchers use a variety of ICT
products and services for their research work as these products prove very helpful in finding
needed information quickly and easily and also help the researchers to access, manage, integrate,
evaluate, create, and communicate information more easily. The study also identifies lack of
training and technical knowledge to use ICTs as the major hindrances faced by the researchers in
AMU. The paper recommends proper training and guidance for use of ICT-based technologies
for the optimum utilization of these services by the researchers.

Kumar, L. (2009). GIS Enabled PBL Pedagogy: the Effects on Students’ Learning in the
Classroom. i-manager’s Journal on School Educational Technology. 5(2) 15-27.

In efforts aimed at acquainting learners with ‘how to learn’ skills rather than static content
knowledge, more student-centric instructional approaches are being increasingly adopted in
informing curriculum design and delivery. Technology-rich problem solving environments offer
great promise in scaffolding and facilitating student-centered learning. Geographic information
system is one powerful technology that enables learners to become proficient spatial problem
solvers, analytical users of geographic information and expert decision makers. This paper
investigates the pedagogical benefits of GIS in influencing students’ problem solving
performances in Singapore. Data was collected by administering a likert-scale based
questionnaire constructed specifically for this study and analyzed using statistical method.
Students participated in this research highlighted many of the instructional strengths of GIS that
enabled them to become competent problem solvers and self-directed learners. They also pointed
out some of the challenges which educators need to bear in mind in the development and
enactment of GIS enabled pedagogy.

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Vidyashankar, G. S., & Sai, L. P. (2009). ICT-based Education in Schools: Emerging Business
Models in India. 13th UNESCO-APEID International Conference Indian Institute of Technology
Madras, INDIA
Government of India, as part of its 11th Five Year Plan, continues to support federally sponsored
scheme, known as “Sarva Siksha Abhiyan,” with the objectives of providing school education to
every child between the age of 6 and 14 years and improving the quality of school education in
the country. For the FY2009, a substantially higher budget of US$ 7 Billion has been allocated to
the novel scheme, which also aims at fostering ICT-based education in schools. A novel feature
of this ambitious program pertains to collaborating with the Indian private sector to evolve
sustainable Public-Private Partnerships (PPP), not only to improve the quality of education but
also to equip students to meet the needs of industries. This paper provides insights into the
emerging business models in the context of imparting ICT-based education in Indian schools.
While deliberating on the enablers of ICT-based education in developed countries, the paper
explores the challenges faced by developing countries. Apart from discussing the PPP-related
business opportunities in the education industry, the enabling policy guidelines of the
Government of India have been outlined. The paper also highlights the strategic perspectives of
the firms in the Indian education industry.

Snehi, N. (2009). ICT in Indian Universities and Colleges: Opportunities and

Challenges. Management & Change, 13(2), 231-244.
Higher education in the country is experiencing a major transformation in terms of access, equity
and quality. This transition is highly influenced by the swift developments in information and
communication technologies (ICTs) all over the world. The optimal utilization of opportunities
arising due to diffusion of ICTs in higher education system presents a profound challenge for
higher education institutions. At the same time the introduction of ICTs in the higher education
has profound implications for the whole education process ranging from investment to use of
technologies in dealing with key issues of access, equity, management, efficiency, pedagogy and
quality. In this regard the paper addresses the opportunities and challenges posed by integration
of ICTs in various aspects of higher education in the present scenario. The paper argues for
addressing the issues through formulation of policies and strategies to accrue following potential
future developments in ICTs and to integrate them in education sector to transform higher
education.

Parthasarathy. M, R. Ananthasayanam & R. Ravi (2009). Virtual Classroom: Architecture

and its future in Educational Institutions. i-manager’s Journal on School Educational
Technology. 5(3) 34-40.

The educational system around the world is undergoing a tremendous change in the area of
knowledge and strategy. In general, the curriculum practices have revolutionized by the
academicians and educational administrators. The learners have also demand varied types of
knowledge and skills required for their day-to-day activity. Nature and the forms of educational

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system should accommodate the requirement of the nation and society in general individual learner
in particular. The traditional classroom approaches requires a tremendous change in the way of
delivery and knowledge transmission for the development of cognitive and non-cognitive areas of
learning with emphasize on qualities of personal and social growth. The education commissions
and committees have also recommended and stressed that education should be made both
universally available and more relevant. In this context this paper suggests a learner-centered
approach for the demands of the nation and the society at large. The learner-centered approach
suggested by this paper, a Virtual Classroom (VC) approach is a stress on its architecture, facilities,
interactivity and network. Based on the criteria the authors has developed three models of VC
approach and future benefits of these approaches for knowledge management system for effective
acquisition, sharing, utilization and creation of knowledge in the area of teaching-learning process.

R. Ananthasayanam, Thangam Rajathi and B. Tamilselvi (2009). Virtual Classroom: A Boon

To Learners. i-manager’s Journal on School Educational Technology. 5(3) 17-22.

Demands for a more personalized approach to education as well as flexibility have spurred learners
to seek alternatives to the traditional approach. As a result of technological advantages in society,
the options for learning in and outside the classroom have broadened tremendously. The great
option is “Virtual classroom”. A virtual classroom is a system that creates an environment
designed to facilitate teachers in the management of educational courses for their students,
especially a system using computer hardware and software, which involves distance learning.

Education in the virtual classrooms has been described as being “just as vivid, meaningful and
dynamic as face-to-face interactions in a traditional classroom — or even more so”. As the virtual
classroom is one that aims to give the student an experience equal to or better than the sort they
would find in a traditional classroom, there are obviously many advantages of the virtual classroom
to the student, as well as the teacher and the associated educational institution. Virtual classrooms
“foster the dimensions of interest, involvement, imagination, and interactivity”, which make the
virtual classroom an “immersive environment in which to learn”, perhaps even more immersive
than the traditional classroom because of what is offered by new technologies used in the virtual
classroom.

This paper discusses the virtual classroom as a new move in the non-formal distance education,
which is an advanced technique of Education Technology. The Collaborative and Independent
virtual learning types form the key features for Communication, Assessment and Support.
Moreover, a comparison of this virtual classroom with the traditional classroom blooms out the
merits of virtual classroom which is definitely “A Boon to the Learners”.

Hattangdi, A., & Ghosh, A. (2008). In International Conference on Emergent Missions,

Resources, and the Geographic Locus in Strategy as a part of the 11th Annual Convention of the
Strategic Management Forum (SMF), India 2008 (Vol. 2011, pp. 1-14).

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Changes in the economic and social fundamentals call for transformation in the skills,
capabilities and attitudes of the masses. This requires a shift in the delivery and pedagogy used in
the current education system. The purpose of this paper is to promote integration of Information
and Communication technologies (ICT) in higher education for imparting easily accessible,
affordable and quality higher education leading to the economic upliftment of India. The focus of
the paper is on the benefits that ICT integration in education can provide, right from breaking
time and distance barriers to facilitating collaboration and knowledge sharing among
geographically distributed students. The findings reveal that it also facilitates sharing of best
practices and knowledge across the world. ICT increases the flexibility of delivery of education
so that learners can access knowledge anytime and from anywhere. It can influence the way
students are taught and how they learn as now the processes are learner driven and not by
teachers. This in turn would better prepare the learners for lifelong learning as well as to
contribute to the industry. It can improve the quality of learning and thus contribute to the
economy. It provides several tangible and intangible benefits for all stakeholders involved in the
economic growth of the country. Wider availability of best practices and best course material in
education, which can be shared by means of ICT, can foster better teaching. ICT also allows the
academic institutions to reach disadvantaged groups and new international educational markets.
Thus, ICT enabled education will ultimately lead to the democratization of education. Especially
in developing countries like India, effective use of ICT for the purpose of education has the
potential to bridge the digital divide. The paper also explores the factors related to policy,
planning, technical requirements as well as the training required for the stakeholders for the
successful implementation of ICT in an education system. These steps would ensure that
accountability, quality assurance, accreditation and consumer protection in ICT based education
is taken care of.

Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning:
Contextual learning theory and a first transformation step in early education. Computers in
Human Behavior, 23(3), 1499-1530
Educational differentiation and ICT can be designed to better recognize and integrate learning
differences across students particularly by assisting instructional management and the self-
regulation of students. A conceptual framework for such practice is elaborated here. First,
learning as an interactional co-constructive process at various levels is considered. The
diagnostic, instructional, management and system aspects of the learning process can be
stimulated and maximized. Second, differentiation of learning procedures and materials, design
of integrating ICT support, and improvement of development and learning progress are
recommended as contextual conditions to optimize the learning process. The combination of the
learning aspects with these contextual conditions provides theoretical guidelines for the
transition from a no differentiating system of education to a differentiating, ICT-based system of
instructional management for all students. Information is given about the realization of two of
the differentiation guidelines and all ICT design guidelines. The first products were used in
kindergarten, to start the improvement of educational practice. This occurred in co-development

126
with kindergarten teachers of three Dutch kindergartens. Information is given about the process
and outcomes of this first transformation step in practice. Finally, next co-development steps are
discussed.
K. Srinivasan (2007). Participation Levels of Primary School Teachers viewing Pre-Recorded
Video Programme: An analysis of Teachers Training programme, 2(4),49-52.
The article provides a detailed analysis of the teachers who attended the training for primary
education and viewed pre-recorded cassette using Group Observation method. First the paper
discusses detailed methodology on group observation and in the second part the findings suggests
that for better production of any video programme for training the teachers should contain
innovation and novel approaches, should be applied.

Mahender Reddy Sarsani (2007). The Attitude of Teacher Trainees towards the Teaching of
Computer Education at B.ED level. i-manager’s Journal on School Educational Technology.
2(3) 56-67.

Tremendous changes are taking place in the world which certainly influences the system of
education, and teacher education too cannot remain immune to these global changes. Information
Technology (IT) is affecting teachers, individuals and the society. Digital learning has opened
the doors of classroom and made knowledge accessible even for those sitting at home. The
preparation of teacher has changed with the passage of time and with the change in expectations
of the society. Teachers have always played a crucial role in preparing communities and societies
towards exploring new horizons and achieving higher level of progress and development. The
teacher educators occupy a pivotal position in the system of education. The success of any
educational reform depends upon the quality of teachers and in turn the quality of teachers
depends to a large extent on the quality of teacher education. In view of the above said fact, the
computer education paper was introduced as a compulsory paper in the common core curriculum
for B. Ed course, for all the secondary teacher-training institutions in the state. The present
researcher conducted a survey with a designed questionnaire to assess the computer usage and
computer literacy and the attitude of B. Ed trainees towards teaching computer education. A
sample of 200 B. Ed. students from Government and Private Colleges of Education, comprising
male and female, were included from the Kakatiya University region, to make a thorough
analysis with statistical evidences. The study reveals many facts regarding the availability of
computer in educational institutions and the percentage of student and teacher users.

Singaravelu G and T. Muthukrishnan (2007). Influence Of User – Friendly Self-Motivated

Learning Gadget In Learning Syllables Of English At Standard VI. i-manager’s Journal on
SchoolEducationalTechnology.2(3)79-85.

The present study illuminates the causes of the learners in identifying and discriminating
syllables and syllabic words in English. It displays the ways for eliminating syllables and
syllabic words in English by using self-motivated learning gadget. Single group experimental

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method was adopted for the study. Fifty students studying in standard VI were selected for the
study. Achievement tests (pre-test & post-test) were used for the study. It concludes that
identifying syllables and syllabic words in English by using Self-Motivated-Learning-Gadget is
more effective than the conventional method.

S. Chandrakanthi, R. Ananthasayanam and R. Ravi (2007). Enhancing reading

comprehension of Struggling Comprehenders through Computer based Instruction. i-manager’s
Journal on School Educational Technology. 2(3),27
In the computer age, challenges have gained a new quality, and teachers, especially with their
pedagogic responsibilities, have gained a new role to play. To familiarize themselves with the new
technology and to become aware of its value in language education, the potentials of this new
technology can be utilized to enhance the basic language skills. Reading is a complex activity that
demands simultaneous application of a variety of cognitive processes. In learning to read, all
students do not progress at the same rate. Hence, the reading class requires a more individualized,
student-centered approach. Since computer-assisted instruction is particularly effective in
presenting content which needs mastery or comprehension, and in catering to the needs of students
of all levels, integration of this approach into reading curriculum can be given desired attention.
This paper will focus on providing guidelines and suggestions of developing traditional and
innovative activities for a self-instructional reading program that can be used in learning and
testing EST reading for slow learners.

Arora, P. (2007). The ICT Laboratory: An Analysis of Computers in Government Schools in

Rural India. AACE journal, 15(1), 57-72.
There has been a strong push towards e-literacy in India, particularly in the distribution and
usage of information and communication technologies (ICT) in schools for economic and social
growth. As a result, the Vidhya Vahini scheme was launched in Kuppam, a marginalized village
constituency in Andhra Pradesh. This scheme strived to disseminate computers to all high
schools by 2005 with the intention of scaling this pilot initiative nationwide. In this article, I
argue that in spite of strong governmental initiative and multifarious private-public partnerships,
there are considerable barriers in the implementation of computers in public high schools. To
optimize these cost intensive resources, we need to address some of the chronic educational
challenges prevalent in the school system. With the constant flux in participation by public and
private actors in this process, the question of sustainability is critical in the transformation of
schools as e-learning communities.

Khirwadkar, A. (2007). Integration of ICT in education: pedagogical issues. Assumption

University: Education Review 1(4) 50-58.
The progress of any country depends upon the quality of education offered and its practices.
Indian education was well known for its Gurukul system of education in the Vedic age.
Education in India has undergone various phases and stages of development starting in the Vedic

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age to the post-independent period. At all stages of development there was a concern for bringing
in quality education reflecting on the practical aspects in education.

Basant, R., Commander, S. J., Harrison, R., & Menezes-Filho, N. (2006). ICT adoption and
productivity in developing countries: new firm level evidence from Brazil and India. IZA
Discussion Paper Series. No. 2294
This paper uses a unique new data set on nearly a thousand manufacturing firms in Brazil and
India to investigate the determinants of ICT adoption and its impact on performance in both
countries. The descriptive evidence shows that Brazilian firms on average use ICT more
intensively than their Indian counterparts but changes over time have been rather similar in both
places. Within countries ICT intensity is strongly related to size, ownership structure, share of
administrative workers and education. The econometric evidence documents a strong
relationship between ICT capital and productivity in both countries, even after controlling for
several other factors, including firm-specific fixed-effects. The rate of return of ICT investment
seems to be much larger than usually found in more developed countries. Specific types of
organizational changes matter for the return of ICT, but only for high adopters. Firms report
several constraints to ICT investment in both countries and power disruption seems to
significantly depress adoption and returns to ICT expenditures in India. This may be indicative
of the impact of a cluster of poor institutions and/or infrastructure on performance.

Singaravelu G (2006). Impact of Curriculum Strategies in Ameliorating Communicative Skill in

English. i-manager's Journal on School Educational Technology, 2(1), 59-62.

The Study investigated the problems of the students in improving communicative skill in
English at standard VII and found the impact of creative competency (new curriculum strategy)
to eliminate the problem of it. Eighty eight subjects were involved in the study. Achievement test
was considered as instrumentation for the study. Creative competency strategy in the curriculum
of English is more effective than traditional curriculum strategy in learning communicative skill.

Senapaty, H. K. (2005). Teachers Education in a new Paradigm of ICT Integrated

Constructivists Learning. Journal of Computer and Education, 2(7).
Paradigm shifts in education in recent years envisions a new type of learning culture that
demands ICT integration with pedagogy in Teacher Education Programme. Implementing the
pedagogy-technology integration in teacher education and managing the changes are highly
complex and possibly one of the most challenging tasks for any teacher education institution.
ICT has to be infused into pedagogy in such a way that its uses can improve learning. The
proposed model is derived from international and national studies on ICT development that has
identified a series of broad stages that educational system and institutions typically proceed
through in the adoption and the use of ICT. These broad stages have been termed as Emerging,
Applying, Infusing and Transforming stages of ICT development (UNESCO, 2005). The model
is then mapped on the basis of: (a) stages of ICT usage and (b) pedagogical usages of ICT. At the

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 heart of good teaching with technology there are three core components: content, pedagogy, and
technology, along with the relationships among and between them. The interactions among the
three components, account for the wide variations seen in the extent and quality of pedagogy
technology integration. These three knowledge bases (content, pedagogy, and technology) form
the core of the technology, pedagogy, and content knowledge (TPACK) framework (Koehler &
Mishra, 2008; Mishra & Koehler, 2006). The framework describes how teachers’ understandings
of technology, pedagogy, and content can interact with one another to produce effective
discipline-based teaching with educational technologies. In this framework, there are three
interdependent components of teachers’ knowledge: Content Knowledge (CK), Pedagogical
Knowledge (PK), and Technological Knowledge (TK). In view of this, here an attempt has been
made to discuss various issues and strategies for implementation of pedagogy technology
integration in teacher education for teacher development.
Shah, B. (2004). Edusat project: Challenges and opportunities for teachers' training. University
News, AIU, 42(19), 1-11.
Research evidence has shown that Edusat provide syllabus oriented programme, regional
languages, in the classroom situation and in presence of teacher/instructor. All these will
significantly lead to reduction in educational lag, close traditional learning gaps and consolidate
national system that offer quality services to all sectors of society.

Sharma, R. C. (2003). Barriers in using technology for education in developing countries.

In Information Technology: Research and Education,. Proceedings. ITRE2003. International
Conference on (pp. 512-516). IEEE.

The World Conference on Education for All, held in Jomtien (Thailand) in 1990 highlighted the
timely significance of catering to the learning needs of all children, youth and adults, who have
been excluded and unreached by the existing system of formal and no formal education. ICTs
can support education through various ways. We deal with the barriers in using technology for
education in developing countries. The most notable barriers to the use of ICT in education are
allocation of proper funds, level of teacher knowledge, government policies, and the gap between
the various sections of society. Various recommendations such as the use of FM radios,
television lessons, teleconferencing and continuous monitoring of ICT projects are suggested to
overcome these problems.

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