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ICT-USE AND ABUSE
Structure
1 1 Introduction
1.2 Objectives
1.3 FunctionsofICT
1.4 Integration of ICT
1.4.1 ICT in Schools
1.4.2 Teachers and ICT
1.4.2.1 ChallengesProblems Faced by Teachers
1.4.3 Students and ICT
1.5 ICT Across the Curriculum
1.5.1 English
1.5.2 Mathematics
1.5.3 Science
1.5.4 Computer Lab
1.6 ICT Development: Different Approaches
1.6.1 Emerging Approach
1.6.2 Applying Approach
1.6.3 Infusing Approach
1.6.4 Transforming Approach
1.7 Cultural, Social and Professional Impacts of ICT
I .8 Uses of ICT
1.9 Abuses of ICT
I .10 Regulatory Measures for Effective ICT Integration
I . l l ICT Management in the Classroom
I .12 The Pertinent Question
I .13 Suggested Activities
I, . 14 Let Us Sum Up
11.15 Answers to Check Your Progress
'1.1 6 References
l.1 INTRODUCTION
1.nformation and Communication Technology (ICT) refers to the integration of computing technology and communication. In education, it refers specifically b Ibe use of educational technology in teaching and learning processes. ICT is an
Values Cwurricular Activities there from ancient times. Activities like debate, drama, music, sports had been part of the ancient education system as well.
Now all academicians are of the opinion that co-curricular activities are an essential part of school education. All round development of the child cannot be achieved without these activities. The classroom teaching-learning mainly focuses on cognitivehnteUectua1 development where affective, social, spiritual, emotional aspects are not given adequate attention. Through co-curricular activities these aspects of the child are also developed, thus making education a complete experience for bringing all round development.
Today schools are coming of age. The outside classroom activities are considered equally important as those inside the classroom. You must have realised by now that the co-curricular activities have been accepted as integral part of school programme. Co-curricular activities contribute to inculcation of democratic values in children and have a pivotal role in school's annual plan.
1.2 OBJECTIVES
After going through this unit, you should be able to-
e define the concept of co-curricular activities;
explain the different types of co-curricular activities;
discuss the need and importance of co-curricular activities;
describe the principles underlying organization of co-curricular activities;
discuss the role of teacher in the organization of co-curricular activities;
enlist the difficulties in organizing the co-curricular activities; and
undertake the measures to remove these difficulties
1.3 IMPORTANCE OF CO-CURRICULAR ACTIVITIES
Co-curricular activities in spite of their 'coy status for school curriculum have tremendous importance in achieving the goal of all round development of children. These activities have many advantages or value in school education. Values like social physical, cultural and ethical are inculcated through co-curricular activities. Let us discuss these-
1.3.1 Educational/Academic Value
These activities help in providing practical and hands-on experience to the theoretical concepts studied in classroom. For example, in civics, the class children study about panchayats, elections and when co-curricular activities related to civic development are arranged then the learning becomes more lively and meaningll. Also excursions to historical places like Qutub Minai; La1 Quila, help in concretizing the content they study in history class through verbal lecture or with the help of chart.
Thus co-curricular activities help children in the construction of knowledge. Given below is a suggestive list of co-curricular activities in various subjects in school that can be easily organized-
6
Excumions-nature trip, visit to museums, laboratory
Thus the co'-curricular activities help in classroom teaching - learning in many ways, these are discussed below:
Co-curricular activities provide opportunities for guidance. As students are exposed to varied activities, their potentialities are revealed. This can fbrther act as basis for educational and vocational guidance. You will realise that guidance is inherent in all co-curricular activities.
(8 Co-curricular activities motivate classroom teaching-learning. Sometimes we see that student's interest in cocurricular activities is transferred to classroom activities as well. A student who is doing well in drama, assembly, etc. gets better oriented towards classroom work also. The skills orlearning happening in one situation gets transferred to other situation therefore, the motivation and self - confidence developed through cu-cunicular activities get transferred to classroom activities as well.
Co-curr id activities supplement and enrich classroom experiences. Students learn about so many things in classroom and want to explore the application aspect of the knowledge. They can form clubs, organise activities which enrich their experience. For example, when they study about fishes in science class, they can organise 'Pisces day' and correlate it to aquarium, fisherman, tramport, z d a c sign and food habits. Thus co-curricular activities also help in integrated approach to teaching-learning as well.
1.3.2 Psychological Value
The co-curricular activities satisfy the psychological needs of children. They help irk the personality development of chrldren through various ways-
Sublimation of instincts - cmmi& activities help in channelking the instincts in children in a healthy direction. These instincts if left unaddressed may lead to psychological problems. For example, the gregarious instinct can be channeW through cu-cunicular activities like self - governmmt, u ~ i d ,myice,
I C T m d ~ D c v e b p m e u t They should be proactive in their approach.
They should be highly motivated to be associated in such an innovative instructional technology
Adequate training, technical support, administrative back-up, supported institutional infrastructure will foster positive attitudinal change in them in accepting the new technology.
The social support or community participation towards adoption of the innovative technology are also added incentives to the teacher.
As ICT enters every classroom, the pertinent question is what are its impact on the school, teachedadmmistrators, students and on the teachmg-learning process as a whole.
1.4.1 ICT in Schools
A school connected to the Internet can foster communications at local, national and international level. ICT will help in making school -on less budensome and more'effectively integrated to the official information flow about students, curriculum, teachers, budget and other activities. It would be easy for maintenance of academic records of students and other data related to administration at the classroom level. School administration will appreciate the use of spreadsheets, word processors, small databases and special accounting software to organize and store all relevant data. A principal of a school needs to be aware of the skills needed, requirements of the teachers, and anxieties raised by the challenges posed by new technologies. Based on their awareness and understanding, a principal needs to take charge of equipping the teachers for embracing and exploiting technology for teaching. Teachers' training should focus not on technology, but on how students learn with technology. He suggested student centered workshops, where teachers are made to observe how students in groups learn using technology. Teachers as learners can benefit fiom online mentorship and peer collaboration. They can join several communities of practice: with colleagues in own schools, teachers of other schools, ICT users, etc.
The process of staff development should encourage teachers to continuously keep pace with developments in the teaching-learning processes and to take to technology enthusiastically.
1.4.2 Teachers and ICT
I(3T provides teachers ample scope for their professional development by accessing networks among peers from schools worldwide. In an ICT integrated classroom, the role of the teacher is more like a leader. Helshe loses the monopoly of authority and becomes a facilitator, partner and evaluator combining the traditional role of a subject expert with that of a manager. Therefore, the role of the teachers in implementing ICT and the strategies they have to formulate are very important. Teachers should be proactive in their approach- they should be highly motivated to be associated intensely with the innovative instructional technology. Despite numerous plans to use technology in schools, teachers have received little training in this area.
Therefore, teacher training is crucial and teachers must be prepared to use technology if they are to use ICT in their classes. Adequate training programs
8 confined with administrative back-up will improve the skill and knowledge of
teacher. The social support or the community type participation towards adoption ICT -Use trad ~ b u ~ e
of this technology is an added incentive to the teacher. I The teachers' attitude towards ICT can be classified into 3 categories: innovative, resistant and mainstream. Innovative teachers will quickly grasp the potential of ICT in education. Resistant teachers due to low confidence in their abilities will be resistant to ICT applications. Mainstream teachers are less adoptive of technology but with their willingness to try, can greatly benefit from a set of exemplary practices in CDROM or TV formats supplemented by texture guides.
1.4.2.1 Challenges/Problems Faced by Teachers
Teachers face seveml hurdles in using technology while teaching (Bobowick 2001, Friedman 2002). These are:
*:* Learning new things: Teachers need to expand their knowledge about the subjects, they teach, as students are likely to have access to more information because of the Internet. Teachers need to learn new pedagogics like discovery learning and communities of collaborative learners to make better use of IT teaching.
*:* Change in statlrs: The type of instructions associated with technology shifts the focus from teachers to students. This can be unsettling for teachers. The difference of knowledge level in technology between students and teachers is often negligible. In fact, often teachers have to depend on students to learn new skills.
*:* Anxieties: Teachers have to spend enormous amount of time in learning how to operate a new piece of software. This may cause 'techno- anxiety'.
They need tastart appreciating the culture and ethos of 'wired society.' Otherwise, they may find it difficult to operate in the cyber world.
*:* Ambiguities: With several experiments in progress and no clear identification of best practices, teachers are at a loss regarding what to use and when.
*:* Information Overload Information overload is another problem for teachers. I In ICT based information there is so much of resources that the teacher has
to carelidly select them
*:* Rme Management: It is normally believed that the use of ICT can reduce the time needed for teachers to be prepare for the class. But in reality the
1 situation is opposite. It takes enormous time to prepare the ICT-based lessons. Thus, both teachers and school management must understand and appreciate the efforts of teachers.
1.4.3 Students and ICT
Working with ICT helps children to work collaboratively in groups or teams. The experience of group work brings new benefits by stimulating pupils to develop the inte~personal skills necessary for life after school. The ethos is one of working together to solve problems and achieve goals. ICT helps students to communicate and i:o develop M e r skills of the art of language. This boosts their self-esteem . and gives them a sense of power .It renders the pupils the opportunity to have global peers where from the different comers of the world the peers interact with each other. 9
I ~ o u O V * D e v w e n t ICT promotes 'active learning' by which learners work on real-life problems, making learning less abstract and more relevant to the learner's life situation. Students get opportunity in choosing equipments and software, its installation tmhhg from teachers. The opportunity of working in a collaborative social climate paves the way for children to perform well and achieve good scores in their examinations. ICT facilitates the teaching of citizenship, as children learn to work together and collaborate efficiently. They develop a sense of global citizenship by use of internet and mail. Through the discussion of m o d issues related to electronic communication, children develop a view about the use and misuse of ICT and gain knowledge and understanding of the interdependence of people around the world.
1.5 ICT ACROSS THE CURRICULUM
According to Flanagan and Jacobson (2003), technology integration is meant to be cross curricular rather than to be treated as a separate come or topic in itself. The objective of ICT is to support all curriculum areas enhancing the quality of learning.
1.5.1 English
Through the development of keyboard skills and the use of computers, children learn to edit and revise text. The working skills of children improve by communicating with other children through the means of email, chat, video-games and video-conferencing. They learn to improve the presentation of their work by using desktop publishing sohare.
1.5.2 Mathematics
ICT is primarily used in mathematics to process data, make predictions, analyse results and present mformation graphically. Students also learn different calculations, measurement techniques, placement of decimal numbers etc.
1.5.3 Science
ICT can be integrated with science in a beautifid manner. A science laboratory can . have for example five to six computers for conducting practical. ICT provides
children greater flexibility for carrying out experiments in virtual labs. The empirical skills of children can be greatly improved by ICT.
1.5.4 Computer Lab
Computer lab has led to the creation of virtual classrooms where students can log on and find their course notes, resources, worksheets, projects, teaching tips, field notes course work, etc. Virtual classrooms can be shared by different real world schools and supported from outside. The project-oriented method of teaching and learning through ICT will help both teachers and students become more conscious of their own capabilities and responsibilities. Micro world- like environment allows children from the age of 3 upwards to learn and use ICT for usual application, working on models and multi-media applications.
Through ICT integration with the curriculum, children learn to solve real problems, access, present and analyze subjects. Learners learn to evaluate both their own achievements and those of their peers and thus get opportunities to improve their
10 performance. In the dedicated laboratories, students learn ICT related technologies
which are required for operatinglanalyzing the children's' skills and knowledge. After- school projects and individual assignments are also feasible through ICT. Thus by infusing ICT across the curriculum children learn to work on real world projects and integrate several subject areas like maths, science and art. ICT as a subject is also incorporated into all vocational areas and the schools become the centers of learning for their communities. Children learn to appreciate and solve the day to day problems by accessing, analyzing, reporting and presenting information with tools of ICT.
Check Your Progress 1
1. How is School benefitted by ICT?
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2. How are students benefitted through the ICT?
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3. How is ICT integrated with Science Curriculum?
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, 11.6 ICT DEVELOPMENT: DIFFERENT
I APPROACHES
'I'here are different approaches in ICT development as identified in both developed and developing countries. They are as follows:
1.6.1 Emerging Approach
The emerging approach is demonstrated by schools at the initial stages of ICT dt:velopment. This is the stage of exploration. The administrators and teachers try to study the possibilities and consequences of using ICT in the process of school management and also in the curriculum. At this stage, schools begin to purchase computer equipments/software or get them through donations. The focus is on urtderstanding the technical importance of ICT like the use of word processing, cr1:ating files, locating information on CD-ROMs etc.
1.6.2 Applying Approach
This is the second stage which comes after understanding of the contribution of ICT to the curric-ulum and the teaching-learning processes. Schools at the applying approach phase, adapt the curriculum in order to increase the use of ICT in
ICT - Use and Abuse
various subject areas. At this stage, teachers use ICT for professional purposes; focusing on improving their subject teaching through ICT applications.
1.6.3 Infusing Approach
The W i n g approach involves integrating or embedding ICT across the curricullum. It is seen in schools where already computer based technologies are used in laboratories/offices. In th~s approach, teachers use ICT in a professional manner to improve their own learning and also the learning of their students.
1.6.4 Transforming Approach
In this final stage, ICT becomes an integrated part of all school activities. The focus of the curriculum is learner-centered and is now thoroughly integrated with all subjects. ICT is also taught as separate subject at the professional level and incorporated into all vocational areas. This is the phase of specialization where teachers specialize in the skills of using the ICT tools. This helps in making the process of teaching more learners centric and thus the school becomes a centre of learning for the community.
1.7 CULTURAL, SOCIAL AND PROFESSIONAL IMPACT OF ICT
An ICT-enabled school can effectively interact with communities at the local, national and international levels. Educational projects through ICT expand the quality of the conversational spaces, enhances students' horizons by giving them oppommities to interact with people h m other cultures. It fosters social interaction. The growing field of e-learning, with the availability of a large number of training courses for teachers, provides them new means for professional development. With the latest information and communication technology, students and teachers experience a reduction in their cultural isolation and a significant improvement in their learning resources. In areas of School administration ICT makes the job less burdensome, by establishing an effective Management Information System (MIS). Policy makers acquire and disseminate information at all levels. At the classroom levels, teachers can easily maintain students' personal and academic records. They can also maintain their subject- content in a digital format and share it with other teachers. ICT at schools will have little impact, if teachers are not actively involved in all phases of its interaction with the curriculum. ICT can, thus, play many roles effectively in a school, and in future, all professionals (teachers, administrators and librarians) will need and demand ICT for their tasks. Even if its advent is not consciously planned, ICT will be integrated into all kinds of school activities in future, and therefore, it is most reasonable to plan for it, in advance. Like any other educational tool, ICT does not work for everyone, everywhere in the same way. It is difficult to quantifjr the degree to which ICT has helped in facilitating and expanding education. Anythmg has its abuses and uses and the same holds true for ICT in education.
1.8 USES OF ICT
Research has shown that the appropriate use of ICT can help in the paradigmatic shiR in both content and pedagogy, If effectively designed and implemented, ICT integrated education can promote the acquisition of the knowledge and skills that
12 will empomr students for lifelong learning. Various forms of learning can take place which are as under:
' 0 Active Learning
ICT enhanced learning provides a platform where students learn to inquire, analyze and construct new information. Learners choose to learn what to learn and work on real life problems thus making learning less abstract and more relevant to the learner's life's' lives; Well-designed multimedia learning materials can be more effective than the traditional classroom methods becawse students learn more easily and quickly through illustrations, animation, different structuring of materials, and increased control of interaction with learning materials.
Collaborative learning
ICTenabled learning encourages interaction and cooperation among students, teachers and experts. It gives students opportunity to work with learners from different cultures, thus improving their communicative skills and global awareness.
Creative learning
ICT-enabled learning gives learner opportunities to think independently and manipulate ideas in their own ways. Ths results in innovative learning where learners find new solutions to their problems. New technologies can be designed to develop and facilitate higher order learning skills, such as problem solving, decision making, and critical thinking.
Evaluative learning
Learners get opportunities to evaluate their own strengths and weaknesses. Instead of remaining passive learners, they learn the diagnostic skills to inhqmt and analyze.
According to Barron and Orwig (1 993), the prudent use of technology in education extends the following benefits.
Multi-sensory education
Increased self-expression and active learning
Cooperative learning
Communication skills
Multicultural education
Student motivation
According to Davis et al. (1997), ICT provides an alternate source of knowledge and information. Teachers can therefore be free from managing classrooms to concentrate on enhancing the quality of learning experience for students. This leads to more qualitative communication between the teachers and the students thus blurring the line between them.
Holvig and Crisci (200 1) provide the following evidence in support of positive impact of the use of technology:
Empowerment: Students feel more power in hand.
Engagement: Students get to collect data and analtyze them.
ICT -
I KT and Value Development Authenticity: Students feel that technology has helped them. ! Leading with technology: Students feel technology will give them an
1
edge in the latter part of their life. 'I
Teachers use of multimedia and Powerpoint presentations on some of the topics they teach make their teaching more effective.
1.9 ABUSES OF ICT i 1
After analyzing the advantages of ICT learning, it is also important to discuss the drawbacks or abuses of ICT. The computer games the children indulge in, keep them in a quasi-real world where they perceive the world and events in an irrational manner. The cure for this lies in building a solid moral orientation for children in how they use this information sphere. With the advent of ICT, there has been a tendency towards passive consumption of information primarily in the visual form. This has resulted & killing the spirit of creativity among children. Children are having easy access to pornography and drugs as well as child posers as e-pals. It has been observed that students who are dependent on computers are less proficient in mental mathematics, as there is always a tendency with the children to use calculators for solving problems. Working with computers for long hours adversely affects the health of children-problems of eye are due to glare from the flickering images of the screen. Other negative factors are excessive exposure to electromagnetic radiation of different frequencies emitted by monitor. Inadequate lighting, on the other hand, can lead to headaches accompanied with other symptoms like double vision and dry or red eyes. For preventing such health problems related to working with computers, it is necessary to observe certain guidelines. Restrictions towards unlimited access to computer-viewing are also necessary.
It is necessary that a solid moral orientation be done for students explaining them how to use this new information sphere. Restrictions to students' access to dangerous and controversial sites may be imposed by subscribing to special intemet services and creating locking codes. Appropriate advisory Bodies for regulating access, monitoring internet activity and orienting teachers and children need to be set up by the School Authorities. Heads of schools and teachers may be trained in appropriate security and regulatory measures. The amount of time that the students spend in computers can be restricted. A short break every hour will minimize the development of eye initation caused by continuous watching. a
The students' vision also needs to be checked regularly to detect any hidden conditions that may contribute to eyestrain The height and placement of monitors I
on table and the chair should be ideally adjusted. The lighting arrangements and the placement of computer need to be checked properly. Different safety and 1
! ergonomic requknents for integrating with computers and other equipments like printers need to be ensured.
1.10 REGULATORY MEASURES FOR EFFECTIVE ICT - INTEGRATION
ICT as we have seen, is a tool of great value, but its effective use entails mastery of specific skills, proper planning and monitoring mechanisms. The ICT Policy before its implementation needs to be properly planned, evaluated and reviewed.
14 Sufficient funds and proper infrastructure to support ICT development are very
/ essential. The monitoring of the quality of teaching ICT and the day-to-day ICr-UseorrdAbwe management of children's learning are the responsibility of the ICT subject leader. The ICT subject leader carries out the vital task of reviewing samples of the children's work and visiting classes to observe the teaching of ICT. Delivery of ICT inputs in curriculum needs to be regularly evaluated and revised in the School
I
Meetings. The curriculum planning in ICT may be carried out in three phases, long-term, medium term and short-term. The long term plan maps the ICT topics that the children study in each term and plans how teaching units are to be distributed. The medium term plans specify the details of each unit of work and its learning objectives. With regard to the short term plans, it includes daily plans of specific learning objectives of each lesson designed by the ICT teacher. The safety regulations with regard to the use of computers are also to be taken care of by the teacher.
1.11 ICT MANAGEMENT IN THE CLASSROOM
Using computers to teach and demonstrate - It is ideal to introduce a new 131-ogram to the whole class rather than repeating its introduction number of times. [t is better to demonstrate ideas rather than explaining them. ~ i k e when using 'word processor 'copy' and 'paste' can be demonstrated
]Be critical - The software or the particular activity designed for children has to be checked properly. Some pupils in maths exercises tend to depend on the automated feedback response and their real learning become elusive.
13e flexible - To get the maximum benefit it is rational to make the most of the cquipments available in the school ,share things and organize the ICT equipments to get the utmost benefits for the children.
Ilecide the place for the equipment - The computer can be installed in such a place where the cable connectivity would be there and together the children can \ iew their work on a big screen in the classroom.
Maximize the time - To provide access to computers to pupils in the limited school hours the time has to be planned and worked out properly.
Involving children - Pupils can be trained and made responsible for switching on and shutting down computers properly in the beginning and at the end of a:ssions on a daily basis.
Limit objectives - The record of pupils using which computer for what program and on which days can be maintained by children themselves in such a manner that the teacher can assess and record their IT capability.
Dlon't reveal your frustration - When children make mistakes in handling computers or accessing them the teacher should not show hisher irritation or else the learners will become de motivated. - 1.12 THE PERTINENT QUESTION - The question that is raised is whether ICT can replace the teacher or not? The answer is no. With the introduction of ICT in classrooms, the teacher's role in the teaching learning process becomes even more critical. As learning shifts from the 'tc:acher-centered-model' to 'learner-centered-model', the teacher becomes less the sole voice of authority and more the facilitator, mentor and coach. In ICT- 15
ICrcmdV~Devebpment integrated teaching, the teachers become co-learners and discover new things dong with their students.
Check Your Progress 2
1. What are the various forms of Learning?
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2. Briefly mention two drawbacks of ICT?
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3. Can ICT replace the Teacher? If not why?
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113 SUGGESTED ACTMTIES
Prepare a report on the basis of a comparative study of children using ICT and children not using ICT and observe the differences in attitude and knowledge of such children.
Prepare an interview schedule and collect information from 10 Parents regarding children accessing different internet sites and the time spent towards browsing such sites.
Organize an ICT exhibition in the school involving children and invite parents. This will emphasize the importance of ICT at school and also enhance the understanding of children on use of computers.
114 LET US SUM UP
The experience of introducing ICT-integration in the teaching- learning process suggests that the potential benefits of ICT are not automatic. The effective integration of ICTs into the educational systems is a complex, multifaceted process that involves not just technology but institutional curriculum and pedagogy, readiness, teacher competencies, adequate financing etc. ICT has its Uses and Misuses and it has to be seen that the users should be taught to optimally utilize the technology for their benefits. The importance and benefits of computer-aided learning, if integrated into the actual classroom lessons will not only benefit the institution but also the teachers, students and the school community at large. With the convergence of ICT in school education, there is a great hope for quality education in the
16 education system.
1.15 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress 1
1. A School can foster communications at Tacal, National and International level. School administration becomes smooth and efficient.
2. ICT helps children to work collabomtively in groups or teams. ICT develops communications and interactive skills of children.
3. Through the help of Computers, the Science laboratory can easily conduct practical. ICT develops the empirical skills of children.
Check Your Progress 2
1. The various forms of Learning are: Active Leaming, Collaborative Learning, Creative Learning and Evaluative Leaming.
2. The Computer Games keep the Children in a world, far away from the Reality. It has also resulted in killing of the spirit of creativity in Children.
3. No, 1CT cannot replace the Teacher. The teacher's role in ICT age becomes more critical as he takes the position of a facilitator in the entire learning process.
1.16 REFERENCES
Albirini, A. (2006) 'Teachers attitudes toward Information and Communication :Technologies, Journal of Computer & Education, 47, pp 373-398.
~lndrews, R. Learning, Literacy and ICE what j. the connection? English in I:ducation, VoL.34, No.3.
Ilaon, A. E. and Orwig G. W. (1993).New Technologies for Education: A Beginner 5. Guide Eaglewood, C0:Libraries Unlimited Inc.
Bobowick, E. (2001).'Building Technological Expertise Among Teachers', in B. hlallick and J.M.Wilson 1 1 l (eds), Information Technology for Schools. San Fransisco: Jossey-Bass.
Dlavis, N. C. Desforges, J.Jessel,B.Somekh, C.Taylor,and G.Vaughan (1997). '(7an Quality in Learning be enhanced through the Use of IT? In B. Somekh and N.Davis (eds), Using Information Technology Efectively in Teaching and Learning, London: Routledge
Grabe, M. &Grabe,C. (2001).Integrating Technology for Meaningful Learning, Houghton Muffin Company. USA.
Flanagan, L. and Jacobson, M. (2003). Technology Leadership for the Twenty- jrst Century Principal, Journal of Education Administration, 4 1 :2, pp 124- 142.
Holvig, K.C.and Crisci G (2001). Using Technology to Promote Classroom Ini.zovation in B. Kallick and J.M. Wilson 111 (eds), Information Technology for Schools San Fransico: Jossy-Bass
Krishna Murthy R.C, (2005). Restructuring the Foundations of Schools: The Role of ICTs in Elementary and Secondary Education, New Delhi: Authorspress.
ICT - U* imndAbuse
I C T d Vdw Dcvolopment Pelgnun, W. J. (2001). 'Obstacles to the integration of ICT in Education: Results From a Worldwide Educational Assessment'. Computers &, Education, V01.37, pp 163-78.
Powar, K. B., Tiwari M.D., Dikshit H.P. (2002). ICT Enabled Education, AIU House, New Delhi.
Rudduck, J. (1 991). 'Innovation and Change, Buckingham: Open University Press.
UNESCO, (2005). Information and communication Technologies in School. A Handbook for Teacher
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