لخّصلي

1.1 INTRODUCTION
Globalization and technological change processes that have
accelerated in tandem over the past years have created a new
global economy ―Powered by technology, fueled by information and
driven by knowledge.‖ The emergence of this new global economy
has serious implications for the nature and purpose of educationalinstitutions. As you know the half life of information continues to
shrink and access to information continues to grow exponentially,
schools can not remain mere venues for the transmission of a
prescribed set of information from teacher to student over a fixed
period of time. Rather Schools must promote ―Learning to Lear‖ i.e.
the acquisiton of knowledge and skills that make possible continous
learning over the lifetime. ―The illiterate of the 21st century‖
according to futurist Alvin Toffler, ―Will not be those who can not
read and write, but those who can not learn, Unlearn & relearn‖,
Concerns over educational relevance and quality co-exist with the
imperative of expending educational oppertunities to those made
most vulnerable by globalization - developing countries in general,
low income groups, girls and women and low skilled workers in
particulars. Global changes also put pressure on all groups to
constantly acquire and apply new skills. The international Labour
organization defines the requirements for education and training in
the new global economy simply as a ―Basic education for all,‖ ―Core
work skills for all‖ and ―Lifelong learning for all.‖
In this connection, Information and communication
technologies (ICTS) which include radio and television, and the
Internet - have been touted as potentially and powerful enabling
tools for educational change and reform. When used appropriately,
different ICTS are said to help expand access to education,
Strengthen the relevance of education to the increasingly digital
workplace, and raise educational quality by, among others, helping
make teaching and learning into an engaging, active process
connected to reallife.
However, the effective integration of ICTS into the
educational system is a complex, om ultifaceted process that
involves not just technology, indeed, given enough initial capital,
getting the technology is the easiest part - but also curriculum and
pedagogy, Institutional readiness, teacher competencies and
longterm financing, among others.
In this module we will get an overal idea about the concept of
ICTS. We will also dicuss the need & significance of ICTS in
Education with specific reference to historical perspective and
emerging trends.
1.2 CONCEPT OF INFORMATION TECHNOLOGY :
Today‘s world is a world of information explosion. This
information explosion is taking place in such a fast speed that even
a literate person is feeling as if he or she is illiterate being not able
to cope up with such an information explosion. Here the question
arises how is one to cope up with it? The answer is, information
technology (IT) that can help in coping with the informationexplosion. So, we can say that ―Information Technology is nothing
but coping up with explosion of Information.‖
Information technology (IT) is the acquisition, processing,
storage and dissemination of vocal, pictorial, textual and numerical
information by a micro-electronics - based combination of
computing and telecommunication. The term in its modern sense
first appeared in a 1958 article published in the Harvard Bussiness
Review, in which authors Leavitt and whisler commented that ―the
new technology does not yet have a single established name. we
shall call it information technology.‖
It spans a wide variety of areas that include but are not
limited to things such as processes, computer software, computer
hardware, Programming Languages and data constructs. In short,
anything that renders data, information or perceived knowledge in
any visual format whatsoever, via any multimedia distribution
mechanism, is considered part of the domains space known as
Information Technology.
Meaning of Information Techology (IT) :
Information Technology consists of two words Information
and Technology. If you know the two words you can understand the
word information technology together.
The term ―Information‖ refers to ―any communication or
representation of knowledge such as facts, data or opinions in any
medium or for, including textual, numerical, graphic Cartographic,
narrative or audiovisual forms.‖
―Technology is the practical form of scientific knowledge or
the science of application of knowledge to practical.‖
―Information Technology is any equipment or interconnected
system or sub system of equipments that is used in the acquistion,
storage manipulation, management transmission or reception of
data or information.‖
Definition of Information Technology:
―Information Technology is a scientific, technological and
engineerning discipline and management technique used in
handing the information, it‘s application and association with social,
economical and cultural matters.‖

• UNSECO
  ―Information technology is a systemic study of artifacts that
  can be used to give form to facts inorder to provide meaning for
  decision making, and artifacts that can be used for organization,
  processing, communication and application of information‖


• Darnton and GiacolettFrom the above discussion we can conclude that information
  technology refers to the information processing of the software
  application on operating systems or hardware applications that
  includes computers, videos, telephones and related equipments of
  telecommunications, tapes, CDs etc.
  Characteristics of Information Technology :
  Information Technology has the following Characteristics :

• Acquistion, Storage, manipulation, management, transmission or
  reception of data or information.


• Real time access to information.


• Easy availability of updated data


• Connecting Geographically dispersed regions


• Wider range of communication media.1.2.1 Concept of Communication Technology
  Communication Technology is also comprised of two words
  like ―Communication & Technology‖. We have already discussed
  that technology is the science of the application of knowledge to
  practical purposes. You also know that information means any
  communication or representation of knowledge in any form. Now
  we will know what communication is?
  ―Communication‖ is an integral part of human existence. It is
  communication that decides the very identity of human beings
  Modern society is turning into an information society and
  communication is the exchange of information. It is the process &
  transfering information form a Sender to a receiver with the use of a
  medium in which the communication information is understood by
  both sender and receiver.
  ―Communication Technology‖ implies the knowledge, skills
  and understanding needed to exchange information verbally or nonverbally. It is processing of information interms of accessing
  information, decoding information and sending it via a medium and
  changer to the receivers. Medium or channel can be written or oral
  or gesture form of information through speech, action or any
  electronic machine.
  ―Communication Technology is the electronic systems used
  for communication between indeividuals or groups. It faciliates
  communication between individuals or groups. Who are not
  physically present at the same location. Systems such as
  telephone, telex, Fax, radio, T.V. and Video are included, as well as
  more recent computer based technologies, including electronic data
  interchange and e-mail.‖
  In short, communication technolgoy is the activity of
  designing and constructing and maintaining communication
  systems.
  1.2.2 Concept of Instructional Technology
  J. K. Galbriath in his book a the new Industrial state has given two
  main characteristics of every technology.
  They are:
  Systematic application of scientific knowledge to the practical
  tasks and
  the division of the practical tasks into sections and Subsections.
  Any Subject who meets these two norms of the
  characteristics is called instructional Technology. Instructional
  technology, today is widely accepted as the application of systems
  approach in the systemic design of a learning system and as a
  method or approach combined with the appropriate and necessary
  media and material to bring about improvement in teaching -
  learning - evaluation process.
  Instructional Technology is neithers technology in education
  nor technology of education but both and all pervasive which
  pervades the whole teaching learning or engineering put it should
  be taken as a sum total of all such aspects, which go a long way in
  shaping the personality of the learner in a meaningful context.
  Definition of Instructional Technology :
  Instructional technology is just what it sounds lie, using
  computers, CD Roms, interactive media, modems, satellites,
  teleconferencing and other technological means to support
  learning.
  Instructional technology has several different aspects. It
  includes the following.the process of designig instruction.
  the application of learning theories and
  styles to designing instruction
  the selection of materials and tools to design and implement
  a design.
  the evaluation of designs.
  the effective use of team work and
  the use of technology in support of the development and
  delivey of instruction.
  According to the Association fo Educational Communications
  and Technoogy (AECT)
  ―Instructional Technology is often reffered to as a part of
  educational technology but the use of these terms has changed
  over the years. While instructional Technology covers the
  processes and systems of learning and instruction, educational
  techology includes other systems used in the process of developing
  human capabilities‖
  Nature of Instructional Techonology :
  It‘s basis is science
  It studies the effect of science and technology upon education.
  It is a contiuous, dynamic, progressive & effect producing
  method.
  It developes new concepts like programmed learning,
  microteching, Simulated teaching, video tape, projector and
  computer etc.
  It accepts school as a system.
  It can not solve each an every problem of education. It can be
  used succesfully in teaching and instructional system only.
  It can not replace the teacher
  Characteristics of Instructional Technology :
  It is helpful in achieving cognitive objectives.
  It can meet the shortage of effective teachers
  With it‘s help, the purose can learn according to his needs
  and speed.
  It can control the individual differences.
  Analysis of contents in depth is carried out in this technology.1.3 CONCEPT OF EDUCATIONAL TECHNOLOGY
  Meaning of "Educational Technology"
  Words are of little interest in themselves but they do indicate
  changes in thinking. Once the climate of opinion is right, one may
  arrive at the word "Educational Technology" by different routes.
  One route starts from audio-visual aids! At first sight, it would
  appear that teaching machines could go under this heading; but
  those who work with teaching machines emphasise the importance
  of programmes rather than machinery. Hence the heading has to
  become audio-visual aids and programmed instruction, an odd
  pairing since some forms of programmed instructions use only the
  printed page. The new term "educational technology" suggests itself
  and it may be used to refer to a little beyond the use of equipments
  and techniques that are associated with equipments. On the other
  route, starting from programmed instruction, a wider conception of
  educational technology tends to be reached. It is difficult to keep
  programmed instruction within narrow bounds. Programmed
  instruction begins to look as though it is a part of something larger
  and this is educational or instructional technology. Programmed
  instruction emphasises that the aims of teaching should be
  analysed, the methods of accomplishing them made explicit and the
  effects assessed as precisely as possible. These basic ideas are
  applicable to the systems of instruction that do not necessarily
  include the use of teaching machines.
  The term "technology", as Ofiesh (1964) observes, implies
  the application of science to art. When we apply the science of
  learning and communication to teaching, we evolve a technology,
  i.e., the technology of instruction. In modern education, we can
  witness the impact of two forces; one, of physical sciences and
  electronics and the other, of behavioural sciences, operating on theprocess of instruction. Both these forces have contributed to the
  evolution and growth of educational technology. Fig. 1.2 makes the
  concept clear.
  The interaction of physical sciences with education provides
  us with traditional aids, tools and hardwares such as paper, ink,
  books, radios, lin-guaphones, films, etc. and more sophisticated
  modern hardware like electronic computers, space satellites,
  language laboratories etc.Programmed Learning and Educational Technology:
  Educational technology can be regarded, as the application
  of systematic knowledge about learning and instruction to teaching
  and training with the aim of improving their quality and efficiency.
  For this reason, a wide range of presentation, control and feedback
  devices may be employed such as teaching machines, stimulators
  and computers. It should, however, be emphasised that techniques
  such as critical path analysis, curriculum development methods and
  task analysis are essential components as well as the hardware
  system. In fact, as long as programmed learning co-ordinates these
  techniques, it is woven into the fabric of educational technology.
  The point is that it is not merely a system of presentation, a
  particular technique or a set of principles; it is a methodology for
  discovering an efficient means of organising learning situatiens to
  attain specified objectives.
  Looked at from another point of view, the job of the
  programmer can be regarded as that of providing appropriate
  opportunities for the pupils to learn. It is his task to discover what
  these may be and to arrange the environment of learning, as far as
  he is able to optimise these opportunities. He will, for example,
  have to determine in some cases whether simulation is as useful as
  the real thing in some learning situations.
  Programmed learning, though wide in scope, is only a part of
  the broader concept of educational technology which must include
  many areas such as the problem of innovation, resources of
  learning, standardisation and compatibility of system components,
  the training of personnel, educational productivity and the design of
  educational plant.
  If educational technology possesses any value at all, it is
  vital that the teachers in training shall be introduced to its
  philosophy and techniques.
  In fact, there are two meanings attached to the definition of
  the term •'educational technology." One meaning refers to the
  detailed application of psychology of learning to practical teaching
  problems. The second meaning refers to the application of
  engineering principles in the development of electro-mechanical
  equipments of such devices—pictures, tape-recorders, computers
  etc.
  These two meanings of educational technology interact in
  the design and use of equipment to provide control over the
  learning situation, a rich array of stimulus materials (e.g., films) and
  interaction between responses of the learner and the presentation
  of instructional material.However, the correct meaning of the term "educational
  technology" has been differentiated by Lumsdaine by using two
  different symbols: ET-1, ET-2. 'ET-1' refers to the application of
  technology to instrumentation useful to the process of teaching.
  This meaning in its essence is a hardware approach. It stresses the
  need to develop and use audio-visual aids for teaching. Due to this
  concept, the process of leaching is mechanised through production
  and use of teaching aids.
  ET-2 means the application of scientific principles to instruction and
  hence the emphasis is on objectives and performances. It is the
  software aspect. All programmed learning materials and teaching
  machines come under this.
  Educational technology is thus the application of scientific
  knowledge about learning and conditions of learning to improve the
  effectiveness of teaching and learning.
  Nature of Educational Technology
  So far no one is universally agreed upon the definition of the
  term "educational technology." For most people the term brings to
  mind such electronic gadgetry as film projectors, tape recorders,
  television sets and micro-computers used as teaching tools. Other
  people add such nonelectrical instructional materials as books,
  photographs and charts. Still others subscribe to a definition that
  includes not only items used in teaching but also equipments used
  in educational administration—keeping students' records on the
  micro film, communicating between schools by radio, correcting
  entrance examination papers with the aid of a computer and the
  like.
  In effect, educational technology can mean different things to
  different people. Even those who have specialised in this field have
  failed to arrive at a proper definition. However, in an attempt to
  satisfy everyone, the Association for Educational Communications
  and Technology in the United States have come to the following
  definition: "Educational technology is a complex integrated process
  involving people, procedures, ideas, devices and organisation for
  analysing problems and devising, implementing, evaluating and
  managing solutions to those problems involved in all aspects of
  learning."
  Extensive use of educational technology requires a left of
  change on the part of the teacher. This is because some
  technologies are not accepted or only partly accepted because they
  require too many adjustments of traditional methods of instruction
  or administration. Frequently, teachers avoid attempting a new
  instructional technique because it requires too much from them'in
  energy, time, patience or skill to become adept in its Use. Altering
  old leaching habits in order to master new ones entails not only theexpenditure of energy but also the risk of a teacher looking foolish
  by committing embarrassing errors when attempting new
  techniques in the classroom. In addition, teachers who have
  traditionally perceived themselves as classroom's chief performers
  — lecturing, conducting recitations, leading class discussion — can
  feel demoted to a less prestigious educational role when they are
  asked to have reading materials, radio, television or computers to
  deliver the content of lessons.
  Thus the amount of change required in the existing habits
  and the fear of failure or of decreased prestige can affect the
  teachers' willingness to accept a new technology. Electronic
  equipment may frighten teachers with its apparent complexity. At
  least a part of this fear comes from the expectation that something
  may go wrong during the lesson, making the teacher appear inept
  or unable to control the teaching situation. To utilise educational
  television (ETV), many teachers think that much training equipment
  and general reevaluation of teaching goals and activities would be
  required. However, such fears are baseless.
  The evolution of technology has in fact ushered in a kind of
  revolution in our occupational, social and educational world. But it
  seems a little awkward to observe that whereas the contribution of
  some kind of technology is visibly felt in respect of the operation of
  our hospitals, factories, farms and offices, our classrooms have
  remained a unique example of backwardness by remaining
  insensitive to the technological inputs and their influences. The
  reasons for this are not far to seek. Our teacher and via him/her the
  processes of educational resource generation have not properly
  assimilated or understood the importance and relevance of
  technology for the classroom. Also the overall ecology of the formal
  educational system is responsible to a considerable extent for this
  state of affairs.
  Earlier educators used to advocate the use of audio-visual
  aids in the process of teaching in addition to supplementary aids
  such as pictures, charts, maps, models and various audio-aids.
  Gradually, the emphasis shifted to the employment of costly
  gadgets such as video and computers and now the multi-media
  approach.
  In brief, it may then be said that the entire principle of educational
  technology lies in the :
  (1) Useof a broad range of resources;
  (2) Emphasis on individualised learning; and
  (3) Emphasis on systems approach to education.
  Scope of Educational Technology
  By taking into consideration the usefulness of educational
  technology in all branches of education, one dare not deny thevastness of its scope. It modifies the learner's environment through
  the various techniques of presentation, arrangement of learning
  activities and organisation of physical surroundings.
  The very purpose of educational technology is to facilitate
  and improve the quality of human learning. It is concerned with
  achieving the goals—of maintaining internal discipline, adapting to
  its environment etc. For solving the varied problems of education
  successfully, educational technology consisting of various media of
  mass communication, suitable child learning processes, and
  modern testing and evaluation techniques are essential. Especially
  in developing countries like India, it has to be mastered and utilised
  by educationists if they are to keep pace with each other and catch
  up with the developed nations. As such both quantitative expansion
  and qualitative improvement of education can be facilitated and
  accelerated with the help of educational technology.
  Today, technology of education is being developed with the
  aim not only of making education more widely available, but also of
  improving the quality of education which is already available.
  Educational technology is conceptualised audio-visual aids.
  What can it achieve most? Only to improve the quality of message
  and if it is taken in the form of problem-oriented technique, then its
  main concern will be the production of teaching-learning material.
  But both these meanings make the scope limited because
  educational technology is also concerned with the management
  and organisation of man and material both, so that they achieve the
  specific objectives of planning and implementation.
  Educational technology is concerned with providing
  appropriately designed learning situations, which hold in view the
  objectives of teaching. It modifies the learner's environment through
  the varied techniques of presentation, arrangement of learning
  activities and organisation of social and physical surroundings. The
  purpose of educational technology is to improve the quality of
  human learning.
  The uniqueness of educational technology is characterised as:
  (1) Use of a broad range of resources fo: learning;
  (2) Emphasis on individualised learning; and
  (3) Use of systems approach. The effectiveness of educational
  technology depends on:
  (1) Ability to achieve goals;
  (2) To maintain itself internally; and
  (3) To adapt to its environment.
  Educational technology is concerned with the disciplined and
  systematic approach to education and training. It is a sort ofinvestment in national development. Employment structures can be
  neatly geared to make the best need of development. The entire
  educational system is educational technology adapting itself to the
  changing environmental conditions. Thus ihe scope of educational
  technology has become very vast.
  Technology includes:
  (1) Preparing pupils for learning experience;
  (2) Reinforcing their values while pupils are sharing the ex-
  perience;
  (3) Relating the experience with the lesson and thus stimulating
  further learning.
  However, the factors responsible for the progress of
  educational technology also cannot be overlooked. The factors
  causing ihe progress of educational technology are:
  (1) Student flood due to population explosion;
  (2) Acute resource scarcities;
  (3) Rising costs;
  (4) Unsuilability of output.
  Hence there must be a focus on relationships of things
  between the various levels and internal working parts between the
  educational system and the environment.
  There is a heavy stress on innovation to achieve the needed
  improvements and adjustments. This requires modernisation in
  educational management, modernisation of teachers, of learning
  processes, strengthening of educational finance and emphasis on
  non-formal education.
  If educational technology will not cater to individualised
  learning, then there will be no individual development and social
  progress.
  1.4 INFORMATION AND COMMUNICATION
  TECHNOLOGY IN EDUCATION
  "Globalization and technological changes have created a new
  global economy powered by technology, fueled by information and
  driven by knowledge."
  The emergence of this new global economy has serious
  implications for the nature and purpose of educational institutions.
  As the access to information continues to grow rapidly, schools
  cannot be contented with the limited knowledge to be transmitted in
  a fixed period of time. They have to become compatible to the ever
  expanding knowledge and also be equipped with the technology to
  deal with this knowledge.Information and communication technologies (ICTs) — which
  include radio and television, as well as newer digital technologies
  such as computers and the Internet — have been proven as
  potentially powerful tools for educational change and reform. When
  used appropriately, different ICTs can help expand access to
  education, strengthen the relevance of education to the increasingly
  digital workplace, and raise educational quality by helping make
  teaching and learning into an active process connected to real life.
  DEFINITIONS
  "ICT stand for information and communication technologies
  and is defined, as a "diverse set of technological tools and
  resources used to communicate, and to create, disseminate, store,
  and manage information."
  "ICT implies the technology which consists of electronic
  devices and associated human interactive materials that enable the
  user to employ them for a wide range of teaching - learning
  processes in addition to personal use."
  These technologies include computers, the Internet,
  broadcasting technologies (radio and television), and telephony.
  "ICT is that technology which uses the information to meet
  human need or purposes including processing and exchanging."
  "Information and communications technology (ICT) in
  education is the processing of information and its communications
  facilities and features that variously support teaching, learning and
  a range of activities in education."
  All these definitions combine Communication technology and
  Information technology that have thin line between them but cannot
  do away without each other. When these technologies are applied n
  the field of education, it is termed as ICT in education. The term too
  can be used as the connotation to the term Educational; technology
  because it also uses any hardware and software approaches that
  can enhance yield better learning outcomes. In the era of Computer
  technology the term ICT mainly focuses on the infrastructure,
  devices and sources of computer technology and thus it is
  imperative to discuss about the use of ICT in education by focusing
  mainly on Computer based technology.
  CHARACTERISTICS OF ICT IN EDUCATION
  ICT in education is any hardware and software technology
  that contribute in the educational information processing. In the
  context of present era, ICT mainly comprises of Computer
  technology with its hardware, like, Personal computer machine,
  infrastructure required for setting up Internet facility and alsosoftware like, CD ROM including various programme packages, E-
  learning strategies etc.
  ICT in education is any Information Technology that focuses
  on the acquisition, storage, manipulation, management,
  transmission or reception of data required for the educational
  purpose. For example, the information about students' records, their
  admissions, updates of their auricular and co-curricular activities.
  ICT in education is any technology that deals with the
  exchange of information or in other'words communication in the
  teaching learning process. Uses of Electronic learning technology
  like, Teleconferencing, power point presentations, CD ROM are
  Communication Technology which is the part of ICT.
  ICT in education is any educational technology that is
  applied in the educational process. It encompasses Hardware
  approach like use of machines and materials, Software approach
  like use of methodologies and strategies of teaching learning and
  Systems approach that uses the management technology that
  deals with the systematic organization of the hardware and the
  software. Different software packages for the use in different
  department of education; e.g. library software, administration
  software, software related to managing the entire teaching learning
  process.
  ICT in education is the support material in the hands of the
  human resource involved in the educational process in order to
  enhance the quality of education.
  ICT in education comprises of the application of science of
  On-line, Offlineleaming with the help of the computer technology.
  USES IN EDUCATION
  ICT is being utilized in every part of life. Due to the
  increasing importance of the computer, students-the future citizens
  cannot afford to keep themselves aloof from this potential medium.
  In education, use of ICT has become imperative to improve the
  efficiency and effectiveness at all levels and in both formal and non-
  formal settings. Education even at school stage has to provide
  computer instruction. Profound technical knowledge and positive
  attitude towards this technology are the essential prerequisites for
  the successful citizens of the coming decades.
  It can be used for the following purposes :
  • To broadcast material, online facility or CD-ROM can be used as
  sources of information in different subjects;
  • To facilitate communication for pupils with special needsTo use electronic toys to develop spatial awareness and psycho-
  motor control;
  • To use the Online resource like, email, Chat, discussion forum to
  support collaborative writing and sharing of information.
  • To facilitate video-conferencing or other form of Tele
  conferencing to involve wide range of students from distant
  Geographic areas.
  • For Blended learning by combining conventional classroom
  learning with E-leaming learning systems
  • To process administrative and assessment data.
  • To exchange and share ideas -among teachers for the
  professional growth.
  • To carry out internet-based research to enhance , educational
  process
  ADVANTAGES OF THE USE OF ICT IN EDUCATION:
  ICT encompasses all those gadgets that deal with the
  processing of information for better and effective communication. In
  education, communication process takes place between teachers,
  students, management and administrative personnel which requires
  plenty of data to be stored for retrieval as and when required, to be
  disseminated or transmitted in the desired format. The hardware
  and software like OHP, Television, Radio, Computers and related
  software are used in the educational process. However ICT today is
  mostly focused on the use of Computer technology for processing
  the data. In this context, advantages of ICT in education can be
  listed down as follows :
  • Quick access to information :
  Information can be accessed in seconds by connecting to
  the internet and surfing through Web pages.
  • Easy availability of updated data:
  Sitting at home or at any comfortable place the desired
  information can be accessed easily. This helps the students to learn
  the updated content. Teachers too can keep themselves abreast of
  the latest teaching learning strategies and related technologies.
  • Connecting Geographically dispersed regions:
  With the advancement of ICT, education does not remain
  restricted within four walls of the educational institutions. Students
  from different parts of the world can learn together by using online,
  offline resources. This would result in the enriching learning
  experience. Such collaborative learning can result in developing...
  • divergent thinking ability in students,
  • Global perspectives
  • respect for varied nature of human life and acculturation.
  • Facilitation of learningICT has contributed in shifting the focus on learning than
  teaching. ICT helps students to explore knowledge to learn the
  content through self study. Teacher can help the students by
  ensuring the right direction towards effective learning. Situational
  learning, Programmed learning, many Online learning courses are
  some of the example of self learning strategies that are being
  utilized with the help of ICT.
  • Catering to the Individual differences:
  ICT can contribute in catering to individual needs of the
  students as per their capabilities and interest. Crowded class rooms
  have always been a challenge for the teacher to consider the needs
  of every student in the class.
  • Wider range of communication media:
  With the advent of ICT, different means of communication
  are being introduced in the teaching learning process. Offline
  learning, on line learning, blended learning are some of the
  resources that can be used in educational institutions. Collaborative
  learning, individualized learning strategies can enhance the quality
  of group as well as individual learning. with the real society. This
  can ensure the applicability of knowledge.
  • Wider learning opportunities for pupils
  Application of latest ICT in education has provided many
  options to the learners to opt for the course of their choices. Many
  Online courses are available for them to select any as per their
  aptitude and interest. Students can evaluate their own progress
  through different quizzes, ready to use Online tests. This can
  ensure fulfillment of the employment required in the job market thus
  minimizing the problem of unemployment. It can also provide more
  efficient and effective citizens to the society as per the changing
  needs.