RESEARCH PROJECT-2

TOPIC: TEACHER’S PERCEPTIONS

ABOUT ICT INTEGRATION INTO
CLASSROOM INTRUCTION

SUBMITTED BY: CHARANPREET

KAUR (BEL/19/57)
SUBMITTED TO: DR. JASMEET
KAUR MAM
OBJECTIVES
1. To identify factors which influence teachers’ decision to use ICT in classroom.
2. To determine teachers' attitudes, perceptions of social norms and perceptions of their
ability towards ICT integration in classroom.
3. To determine the association of teaching experience, experience of technological tools with
attitudes and perceptions.
 INTRODUCTION
Digital technology has influenced all aspects of human life and education is not an exception. Use of Information and Communications
Technology (ICT) in education has increased over the past decade. Since then, more focus has been put into improving the quality of
education and technological tools are helping us to improve the quality of teaching in schools. Thus, the ICT has opened new avenues like
online learning, e-learning etc. We can witness the psychological,
socioeconomic, and technological changes that ICT has brought to education. ICT has consistently been seen as a potentially powerful tool
in the field of education in teaching and learning.
The National Education Policy (2020) also recognises the importance of technology in education and encourages its integration in
classrooms going forward. Moreover, It also focuses on the development of 21st century skills. Researchs also suggests ICT integration in
educational settings “can enable the development of the learners’ 21st century skills”. These skills are associated with enhanced critical
thinking ability and development of higher order skills.
As mentioned in the NCF (2005), the process of exploration can be greatly aided by technology. “The integration of ICT encourages better
teaching & learning and that and ICTs are the most powerful when used as a tool for problem-solving, conceptual development, and critical
thinking skills” .
 . The question that arises here is what forms instructors' plans to include ICT into classrooms. Various studies give
enough evidence that there are numerous factors that affect teachers' perception to use technology in their classroom.
(Afshari et al., 2009) in their study found some of the factors that influence teachers' decision to use ICT. In another
study by (Das, 2019) noted lack of technical support, time aspect of digital content making as some of the factors
which affect ICT integration in the classroom. The purpose of this research is to examine up to what extent these
perceptions affect the intentions of instructors to employ ICT in their classes.
 

Research questions
1. How are basic school teachers using ICT in classroom instruction?

2. What are teachers' attitudes, perceptions of social norms and perceptions of their
ability towards ICT integration in classroom?
 RATIONALE
• I ' V E TA K E N U P ' AT T I T U D E S A N D P E R C E P T I O N S T H AT M AY E N A B L E O R P R E S E N T
B A R R I E R S F O R T E A C H E R S I N T E N T I O N S TO I N T E G R AT E I C T I N C L A S S R O O M S ' A S
M Y R E S E A R C H TO P I C I N 4 T H Y E A R . I N F O R M AT I O N A N D C O M M U N I C AT I O N
T E C H N O L O G Y I S R E F E R R E D TO A S I C T. I T I S A C O M B I N AT I O N O F T W O T E R M S
' I N F O R M AT I O N T E C H N O L O G Y A N D C O M B I N AT I O N T E C H N O L O G Y ' . D I F F E R E N T
S E T O F T E C H N O L O G I C A L TO O L S A N D R E S O U R C E S A R E U S E D F O R T H E
T E A C H I N G - L E A R N I N G P R O C E S S TO TA K E P L A C E , I T I N C L U D E S T H E I N T E R N E T,
COMPUTERS, LIVE BROADCASTING TECHNOLOGIES, ETC.
• I C T I N E D U C AT I O N I S U S E D TO B R I D G E T H E G A P B E T W E E N T R A D I T I O N A L A N D
M O D E R N ( D I G I TA L ) E D U C AT I O N . D I G I TA L T E C H N O L O G Y H A S I N F L U E N C E D
A L M O S T A L L T H E A S P E C T S O F H U M A N L I F E A N D E D U C AT I O N I S N O T A N
E X C E P T I O N . U S E O F I C T I N E D U C AT I O N H A S I N C R E A S E D O V E R A P E R I O D O F
T I M E A S I T I S S E E N A S A C O M PAT I T I V E LY E F F E C T I V E WAY TO T E A C H C H I L D R E N
W I T H N E W T E C H N I Q U E S V I A P R E S E N TAT I O N S , V I D E O S , S M A RT C H A RT S , E T C .
THESE PROVIDE TEACHER AND STUDENTS WITH NEW LEARNING METHODS AS
T E C H N O L O G I C A L TO O L S H E L P U S TO I M P R O V E O F Q U A L I T Y O F T E A C H I N G -
L E A R N I N G I N S C H O O L S A S I C T I S S E E N TO D AY A S A P O T E N T I A L LY P O W E R F U L
TO O L F O R P R O V I D I N G E D U C AT I O N . I C T I N C L U D E S A U D I O - V I S U A L T E A C H I N G
METHODS.
ICT includes audio-visual teaching methods which help learners retain the information for a longer period
of time and also increases their level of knowledge and interest. ICT helps teachers in engaging the
learners well, to connect better with our learners. It helps teachers to create space for their learners to
enhance their curiousity and in motivating them.

The National Education Policy (NEP 2020) also acknowledges the importance of technology in education
and encourages it's integration in classrooms. The integration of ICT encourages better teaching and
learning process and are seen as the most powerful tool in teaching - learning process. It also caters to the
the 21st century skills such as problem solving, conceptual development of students and also helps in
enhancing critical thinking skills. ICT will help in providing better educational content- videos,
presentations, Slideshows and graphical flowcharts and mind maps can be made available to the students
for effective teaching and learning. Also, ICT supports distance learning so many students can learn from
their place of comfort thereby, increasing the strength of the students. The purpose of my research is to
examine how far does the perception affects the intention of teachers to use ICT In their classes.
REVIEW OF LITERATURE
T H E U S E O F I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y I N T H E E D U C AT I O N P R O C E S S H A S
B E E N D I V I D E D I N T O T W O C AT E G O R I E S : I C T S I N E D U C AT I O N A N D I C T S F O R E D U C AT I O N .

I C T S I N E D U C AT I O N C O N N O T E T H E D E V E L O P M E N T O F I C T S P E C I F I C A L LY F O R T E A C H I N G A N D
L E A R N I N G P U R P O S E S W H I L E I C T S F O R E D U C AT I O N I N V O LV E S T H E A D O P T I O N O F G E N E R A L
C O M P O N E N T S O F I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y I N T H E T E A C H I N G P R O C E S S .
W I T H I N E D U C AT I O N , O N E O F T H E M A J O R T E A C H I N G C H A L L E N G E S H A S A LWAY S B E E N A S S I S T I N G
STUDENTS TO BRIDGE THE GAP BETWEEN KNOWLEDGE AND REAL-LIFE PRACTICE. THIS IS
E S P E C I A L LY I M P O R TA N T I N A P P L I E D A C A D E M I C D I S C I P L I N E S T H R O U G H R E A L P R A C T I C E .
T H E F I E L D O F E D U C AT I O N H A S B E E N A F F E C T E D B Y I C T S W H I C H H AV E U N D O U B T E D LY A F F E C T E D
T E A C H I N G , L E A R N I N G A N D R E S E A R C H ( Y U S U F, 2 0 0 5 ) . O V E R T H E Y E A R S C O U R S E S I N E D U C AT I O N H AV E
B E E N W R I T T E N A R O U N D T E X T B O O K S A N D C O N V E N T I O N A L T E A C H I N G H A S E M P H A S I Z E D C O N T E N T.
O N E O F T H E M O S T V I TA L C O N T R I B U T I O N S O F I C T I N T H E F I E L D O F E D U C AT I O N I S E A S Y A C C E S S T O
LEARNING.
 Thomas and Ranga in UNESCO (2004) in their classification divided the application of computers and
other communication technologies in education into three broad categories. These
are: Pedagogy, Training and Continuing Education.
The pedagogical applicability of the ICTs is concerned essentially with the more effective learning and
with the support of the various components of ICTs. Almost all subjects ranging from mathematics (the most
structured) to music (the least structured) can be learnt with the help of computers. Olakulehin (2007)
emphasized that pedagogic application of ICTs, involves effective learning with the aid of computers and
other information technologies, serving the purpose of learning aids, which plays complementary roles in
teaching/learning situations, rather than supplements to the teacher/instructor/facilitator.

Computer is regarded as add-on rather than a replacing device. The pedagogic uses of the computer
necessitate the development, among teachers as well as students, of skills and attitude related to effective
use of information and communications technologies. Aside of literacy, ICTs also facilitates learning to
programme, learning in subject areas and learning at home on one’s own, and these necessitate the use of
new methods like modeling, simulation, use of data bases, guided discovery, closed-word exploration etc.
The implications in terms of changes in the teaching strategy, instructional content, role of the teachers and
context of the curricula are obvious as well as inevitable. Pedagogy through the application of information
and communications technologies has the advantage of heightening the motivation; helping recall previous
learning; providing new instructional stimuli; activating the learner’s response; providing systematic and
steady feedback; facilitating appropriate practice; sequencing learning appropriately; and providing a viable
source of information for enhanced learning. Teachers who use this system of instructional strategy would
be able to kindle in the hearts of the learners a desirable attitude towards information technology tools in
their entire way of life.
 
BENEFITS OF USING ICT
IN EDUCATION
T E C H N O L O G Y H A S P L AY E D A R E M A R K A B L E R O L E I N T H E L E A R N I N G
ENVIRONMENT THROUGH THE PROVISION OF MORE INTERACTIVE
E D U C AT I O N A L M AT E R I A L S T H AT I N C R E A S E S L E A R N E R S ’ M O T I VAT I O N A N D
FA C I L I TAT E T H E E A S Y B A S I C S K I L L S A C Q U I S I T I O N . I C T I N E D U C AT I O N H A S
UNDOUBTED POTENTIAL, TO BE INFLUENTIAL IN CHANGING TEACHING
M E T H O D O L O G I E S . S T U D I E S H AV E A L S O D E M O N S T R AT E D T H AT C O M P U T E R U S E
C A N R E S U LT I N E F F E C T I V E L I T E R A C Y G A I N S . T H E R E I S E M P I R I C A L E V I D E N C E
T H AT S T U D E N T S , W H O A R E H AV I N G D I F F I C U LT I E S W I T H R E A D I N G , C A N B E
M O T I VAT E D A N D E N G A G E D U S I N G I C T
COMPUTER IS A TOOL, ALLOWING FOR THE CONSTRUCTION OF HIGHER ORDER
T H I N K I N G , FA C I L I TAT I N G U S E R S T O TA K E R E S P O N S I B I L I T Y F O R T H E I R
L E A R N I N G , R E F E R T O I T S A B I L I T Y T O M O T I VAT E L E A R N I N G .
 METHODOLOGY
The research population comprised of teachers who teach in elementary and secondary in government school of Delhi. A
convenient sample of 12 elementary and secondary level teachers from my internship school (ATAL ADARSH BAL
VIDYALAYA, formerly known as NP BOYS SENIOR SEC, SEC. SCHOOL) has been taken.

I used questionnaire as a tool. The questionnaire consisted of two sections. The first section requested demographic data
about the teachers, namely: gender, school, grades taught by the teacher, teaching experience they have and experience of
using technological tools.

The second section was teaching with Technology Perceptions. The items in this survey determine the degree of important
attitudes and perceptions that are impeding or facilitating teachers' intentions to integrate ICT in the classroom.
FINDINGS/RESULTS
 USE OF ICT BY TEACHERS IN THE SCHOOL
DATA WAS COLLECTED REGARDING THE USE OF ICT IN BASIC
SCHOOL EDUCATION AND THE QUESTION RAISED WAS-
QUESTION- HOW ARE BASIC SCHOOL TEACHERS USING ICT IN
CLASSROOM INSTRUCTION?
TO FIND THE ANSWER TO THIS QUESTION I DID OBSERVATION
IN SCHOOL AND ALSO USED A TOOL (QUESTIONNAIRE) TO
KNOW ABOUT THE USE OF ICT IN SCHOOL. THE QUESTIONS
USED FOR SURVEY WERE OPEN ENDED AND OTHER
INFORMATION WAS ALSO TAKEN BY THEM IN THE FORM OF A
SEMI-STRUCTURED INTERVIEW SIDE BY SIDE TO GATHER
MORE INFORMATION ABOUT IT.
A N S W E R - V ERY R A R E O R N O U S E U S E O F I C T H A S B E E N D O N E I N T H E
C L A S S R O O M I N S T R U C T I O N A S TH E Y L A C K P R O P E R E Q U I P M E N T S TO T E A C H
T H E M T H R O U G H V I D E O S , P R E S E N TAT I O N , E T C A S S A I D B Y TH E T E A C H E R S
O F T H E G O V ER N M EN T S C H O O L S . T H E Y W I S H E D TO S H O W S T U D E N TS S O M E
V I D E O S F R O M Y O U T U B E W H I C H T H E Y W E R E N ’ T A B L E TO A S T H E Y
U N D E R S TA N D T H AT C H I L D R E N L E A R N FA S T TH R O U G H S U C H D E V I C E S .
T H O U G H , T H E R E W E R E S M A RT B O A R D S A N D S M A RT C L A S S E S AVA I LA B L E
I N T H E S C H O O L S A S O B S E RV E D B Y M E A N D M Y C O L L E A G U E S TO O , B U T
T H E Y W E R E AVA I L A B L E O N LY I N L I M I TE D C L A S S ES .

N U R S E RY C L A S S O F T H E S C H O O L H A D A P R O J E C TO R S Y S T E M T H R O U G H
W H I C H S T U D E N T S C A N S E E V I D E O S O F S TO R I E S , P O E M R E C I TAT I O N S A N D
R H Y M E S W H I C H T H E R E T E A C H E R U S E D TO P L AY O N Y O U T U B E .
T H E R E WA S N O T EC H N O L O G I C A L S O U R C E AVA I L A B L E F O R S T U D E N T S
F R O M C L A S S 1 S T TO 5 T H , S O T H AT U S E O F I C T C A N B E I N T E G R AT E D I N T H E
CLASSROOMS.
T H E Y A L S O S A I D T H AT S M A RT C L A S S E S A R E AVA I L A B L E F O R S T U D E N T S F R O M C L A S S
6 T H O N WA R D S , B U T A F T E R I N T E RV I E W I N G T E A C H E R S F R O M M I D D L E S C H O O L I G O T T O
K N O W T H AT T H E Y D I D N ’ T H A D T H E A C C E S S TO T H O S E S M A RT B O A R D S A N D S A I D
T H AT T H E Y A R E N O T W O R K I N G P R O P E R LY S O W E D O N ’ T U S E T H E M .

O N A S K I N G S T U D E N T S A L S O G AV E T H E S A M E R E V I E W A N D S A I D T H AT S M A RT
B O A R D S W E R E I N U S E B E F O R E C O V I D F O R A F E W D AY S B U T T H E N E V E N T U A L LY T H E Y
STOPPED FUNCTIONING.

T E A C H E R S U S E D W H AT S A P P A S A M E D I U M TO S E N D S T U D E N T S I N F O R M AT I O N A L
P I E C E S L I K E L I T E R AT U R E S T O R I E S , R H Y M E S A N D A C T I V I T Y T H E Y W O U L D L I K E T O D O
IN THE NEXT CLASS.
O N E P R I M A RY S C H O O L T E A C H E R F R O M C L A S S 5 T H A L S O T O L D T H AT S H E U S E D T O
SEND STUDENTS VIDEOS OF STORIES AND POEMS SO, STUDENTS CAN LEARN FOR
U P C O M I N G F U N C T I O N S I N T H E S C H O O L O R T H E O N E S T H E Y H AV E T O R E C I O T E I N T H E
A S S E M B LY. S H E S A I D S T U D E N T S L E A R N R E A L LY Q U I C K LY F O R M T H E T E C H N O L O G Y
A N D S H E D O E S N ’ T H AV E TO M A K E A N Y E F F O RT S F O R T H E S A M E . A L S O , F E W
TEACHERS AND INTERNS IN THE SCHOOL ALSO USED TO SEND STUDENTS SOME
P O S T E R S A N D C H A RT S O R O T H E R R E S O U R C E M AT E R I A L W H I C H I S T O B E D I S P L AY E D
I N T H E C L A S S , S O S T U D E N T S C A N M A K E I T A N D B R I N G T O T H E C L A S S E S . B U T V E RY
R A R E LY T H E M E D I U M O F T E C H N O L O G Y H A S B E E N U S E D F O R I M PA RT I N G
KNOWLEDGE.
I H A D A L S O O B S E RV E D A C O M P U T E R L A B I N T H E S C H O O L W H IC H WA S
Q U I T E H U G E H AV I N G A L M O S T 1 0 -1 2 D E V I C E S ( W H IC H W E R E W O R K I N G
P R O P E R LY ) .
T H E T E A C H E R U S E D TO A W H I T E B O A R D TO T E A C H S T E N O G R A P H Y TO
C L A S S 9 A N D 11 A N D T H E S A M E T E A C H E R U S E D T E C H N O L O G Y TO T E A C H
S T E N O G R A P H Y B Y C O N N E C T I N G T H E I R L A P TO P W I T H P R O JE C TO R A N D
T E A C H IN G S T U D E N T S T H R O U G H I T, A L S O , U S E D TO S H O W S O ME
E D U C AT IO N A L P IE C E S A N D T R IC K S T H R O U G H W H I C H T H E Y C A N P R A C T I C E
S T E N O G R A P H Y I N A N E F F E C T IV E M A N N E R . T H E T E A C H E R WA S A L S O
O B S E RV E D S H O W I N G S T U D E N T S A W E B S I T E W H E R E S T U D E N T S C O U L D
P R A C T I C E S T E N O G R A P H Y A N D TA K E U P J O B S A N D S TA RT E A R N I N G F R O M
T H E M . S O U R C E S W E R E TO L D B Y T H E T E A C H E R A S H E WA S W E L L AWA R E
A B O U T T E C H N O L O G Y A N D T H E U S E O F C O MP U T E R S.

T H E S T U D E N T S W H O D I D N ’ T H A D S T E N O G R A P H Y A S A SU B J E C T WA S
C O M P L E T E LY E X C L U D E D F R O M T H I S A N D T H E Y D I D N ’ T H A D T H E
P E R M I S S IO N TO U S E D E V I C E S IN T H E S C H O O L S , T H E Y S A I D O N LY
C O M P U T E R S T U D E N T S A R E A L L O W E D TO U S E I T.
TEACHER’S PERCEPTION AND ATTITUDE TOWARDS
USING ICT.

ON INTERVIEWING I GOT TO KNOW FEW OF THE TEACHERS

WEREN’T WELL AWARE ABOUT THE USE OF TECHNOLOGY AND
THEY DIDN’T KNEW HOW TO USE COMPUTERS AND SMART
BOARDS AVAILABLE IN THE SCHOOL.
THE TEACHERS WERE HAPPY TO USE BLACKBOARD AS A MEANS
OF INSTRUCTION AS THEY HAD A HABIT OF USING IT EVERYDAY.

FEW TEACHERS ALSO SAID THAT SMART BOARD TAKES A LOT OF

TIME TO START AND THAT’S WHY THEY ARE NOT ABLE TO TEACH
THROUGH IT AS IT WASTES THERE TIME AND THEY ARE NOT ABLE
TO COVER WHAT THEY WISH TO IN A CLASS TIMINGS.
I HAD OBSERVED THAT TEACHERS DIDN’T HAD AN INCLUSION 0F
USE OF TECHNOLOGY IN THEIR LESSON PLANS TOO,
ON ENQUIRING ABOUT THIS THEY SAID THAT THEY DIDN’T HAD ANY
ORDERS FROM PRINCIPAL SIR AND AUTHORITY TO USE THE SMART
BOARDS OR INCLUDE ANY SUCH THING. ONE OF THE TEACHER FROM
CLASS 5 T H ALSO MENTIONED, THAT THEY USUALLY DO ACTIVITIES IN
THE SCHOOL LIKE CELEBRATING FESTIVALS – POSTER MAKING
COMPETITIONS, SPEECH, ETC. SO, STUDENTS ARE ALREADY
ENGAGED IN LOTS OF ART AND CRAFT ACTIVITIES AND THEY
USUALLY USE DEVICES AT HOME, SO SHE FELT THAT STUDENTS
SHOULD BE PUT INTO MORE CRAFT BASED OR SPORTS ACTIVITIES
(AS SHE MENTIONED).

THE MATHEMATICS TEACHERS ALSO SAID THAT IT WAS CERY

DIFFICULT TO TEACH MATHS THROUGH TECHNOLOGY AND
STUDENTS ONLY LEARN MATHS WHEN THEY DO IT BY HAND.
FEW TEACHER ALSO EMPHASIZED THAT IF THERE ARE
UNEXPECTED PROBLEMS IN THE USE OF TECHNOLOGY IT
WOULD BECOME VERY DIFFICULT FOR THEM TO TACKLE WITH
IT.

THE TEACHERS ALSO HAD THIS VIEW THAT THEY WOULD NOT
BE ABLE TO COVER THE COURSE IF THEY TEACH THROUGH
TECHNOLOGY.
 MY OBSERVATIONS
• T H E R E W E R E F E W I N T E R N S I N T H E S C H O O L S W H O F E LT L I K E T H E Y WA N T E D TO
U S E T E C H N O L O G Y A S A M O D E O F E D U C AT I O N A N D U S E D I T TO O B Y B R I N G I N G
T H E I R O W N L A P TO P S A N D A F T E R T H AT T H E Y U S E D TO D I V I D E T H E C L A S S I N TO
2 G R O U P S A N D U S E O F I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y
WA S TA K I N G P L A C E T H E R E T O O .
• I A L S O O B S E RV E D T H AT S C H O O L T E A C H E R S H A D A C O M F O RT U S I N G B O A R D
A N D C H A L K A N D T E A C H I N G T H R O U G H G U I D E S T H AT T H E Y D I D N ’ T WA N T E D TO
U S E T E C H N O L O G Y A S A M O D E O F E D U C AT I O N ,
• F I R S T LY, B E C A U S E T H E Y W E R E C O M F O RTA B L E W I T H B O A R D A N D C H A L K
METHOD,
• S E C O N D , T H E Y F E LT T H AT U S I N G T E C H N O L O G Y WA S T I M E C O N S U M I N G ,
• T H I R D , T H E Y D I D N ’ T K N E W H O W TO U S E T E C H N O L O G Y P R O P E R LY A S N O I N -
S E RV I C E T R A I N I N G WA S G I V E N TO T H E M R E G A R D I N G T H I S A N D T E A C H E R S
W E R E N ’ T W E L L AWA R E O F U S I N G I T. ( O N LY O N C E T H E Y W E R E TA U G H T A B O U T
T H E U S E O F S M A RT C L A S S E S W H I C H T H E Y D I D N ’ T U N D E R S TO O D P R O P E R LY S O
T H E Y W E R E N ’ T A B L E TO U S E I T A S S A I D B Y O N E O F T H E T E A C H E R ) .
• T H E R E WA S O N E TE A C H E R I N T H E S C H O O L W H O WA S V E RY K E E N TO
A D A P T TO T H E T E C H N O L O G Y A N D S H E U S E D TO S E N D S T U D E N T S
S O M E P R ES E N TAT I O N S ( M A D E B Y H E R ) A N D V I D E O S O N W H AT S A P P
A N D T H EN T H E O T H E R D AY TH E Y U S E D TO H AV E A D I S C U S S I O N I N
THE CLASSROOM REGARDING THE SAME.

• W H I L E T EA C H I N G I N P R I M A RY C L A S S 5 , I U S E D TO S E N D S T U D EN T S
S O M E M AT E R I A L IN T H E F O R M O F P P T ’ S , V I D E O S , R O L E P L AY S ,
D R A MA S , E T C . W H I C H T H E S TU D E N T S U S E D TO WAT C H A N D W E U S E D
TO H AV E A F O LL O W U P D I S C U S S I O N O N I T TO O . I H A D A L S O S E N T
S O M E V I D E O S R E LATE D TO C R A F T A N D A C T I V IT Y W H I C H W E U S E D TO
D O I N T H E U P C O M I N G C L A S S E S , S O S TU D EN T S H A D A N I D E A O F W H AT
W E ’L L B E D O I N G A N D U S ED TO F O L LO W T H E I N S T R U C T I O N V E RY
P R O P E R LY.
• A F T E R S E E I N G T H E P E R F O R M A N C E O F S T U D E N T S , TH E C L A S S
T E A C H E R A L S O S TA RT E D S EN D I N G T H E M F E W V I D E O S O N L I N E .
 STRATEGIES TO OVERCOME THE CHALLENGES FACED BY TEACHERS IN
THE USE OF ICT AND HOW USE TO TECHNOLOGY CAN BE INTEGRATED
IN THE SCHOOL.
• P R O P E R T R A I N I N G S H O U L D B E G I V E N TO I N - S E RV I C E T E A C H E R S F O R T H E
U S E O F T E C H N O L O G Y.
• VA R I O U S E Q U I P M E N T S / D E V I C E S S H O U L D B E P R O V I D E D F O R T H E T E A C H I N G
L E A R N I N G U S I N G T E C H N O L O G Y.
• R I G H T M O T I VAT I O N A N D I N C E N T I V E S S H O U L D B E G I V E N TO T E A C H E R S F O R
THE USE OF TECHNOLOGY IN THE CLASSROOMS.
• T H E T I M E M A N A G E M E N T C A N B E TA U G T TO T H E S T U D E N T S I N A C C O R D A N C E
TO T H E TO P I C S TO B E TA K E N U P I N T H E C L A S S R O O M F O R E F F E C T I V E
TEACHING- LEARNING.
• T H E D E V I C E S AVA I L A B L E I N T H E S C H O O L S S H O U L D B E M A D E AVA I L A B L E TO
AL THE STUDENTS AND NOT JUST THE ONES FROM STENOGRAPHY AS ALL
T H E S T U D E N T S M U S T H AV E E Q U A L R I G H T TO T E C H N O L O G Y A N D C A N L E A R N
T H I N G S E F F I C I E N T LY A N D E F F E C T I V E LY. T H I S W I L L H E L P I N I N C L U S I O N .
• A L S O , T H E M AT H E M AT I C S T E A C H E R S S H O U L D B E G I V E N S P E C I A L T R A I N I N G S
AS IT IS A MORE STRUCTURED SUBJECT AND WOULD REQUIRE EXTRA
E F F O RT S F R O M T H E T E A C H E R F O R T E A C H I N G - L E A R N I N G O F T H E S U B J E C T.
 CONCLUSION
VA R I O U S I N I T I AT I V E S H AV E B E E N TA K E N B Y T H E G O V E R N M E N T F O R T H E
USAGE OF TECHNOLOGY IN THE CLASSROOMS. FOR SUCCESSFUL
I M P L E M E N TAT I O N O F P O L I C I E S T H E T E A C H E R S A R E E X P E C T E D T O U S E I C T I N
CLASSROOMS BUT THEIR WERE SOME BARRIOERS DUE TO WHICH THE
I M P L E M E N TAT I O N O F I C I S N O T TA K I N G P L A C E .
T O C O N C L U D E , T H E R E S E A R C H H A S S H O W N T H AT M O S T O F T H E T E A C H E R S
A R E N ’ T R E A L LY M O T I VAT E D F O R T H E U S E O F I N F O R M AT I O N A N D T E C H N O L O G Y
T I L L N O W. T H E M A I N P R O B L E M FA C E D B Y T H E M I S T H AT T H E Y A R E N O T T E C H
S AV V Y A N D L A C K T E C H N I C A L S U P P O RT F R O M T H E S C H O O L S T O O .
O B S E RVAT I O N S S U G G E S T S P E C I A L T R A I N I N G S S H O U L D B E G I V E N T O P R E -
S E RV I C E A N D I N S E RV I C E T E A C H E R S F O R T H E U S E O F T E C H N O L O G Y. T E A C H E R S
S H O U L D B E M A D E AWA R E A B O U T U S I N G T H E T E C H N O L O G Y E F F E C T I V E LY A N D
E F F I C I E N T LY, T H E T I M E G I V E N T O T H E T E A C H E R S F O R I N T E G R AT I N G
TECHNOLOGY IN CLASSROOMS CAN BE SCHEDULED BY THE AUTHORITIES.
L E S S O N P L A N N I N G C A N B E D O N E I N S U C H A WAY T H AT T H E A S P E C T O F
I N F O R M AT I O N A N D C O M M U N I C AT I O I N T E C H N O L O G Y A N D U S I N G T H R O U G H
I N N O VAT I V E T E A C H I N G M E T H O D S S H O U L D N ’ T B E I G N O R E D A S S U G G E S T E D B Y
N C F 2 0 0 5 A N D N E P 2 0 2 0 A L S O . T H E P E R C E P T I O N O F M AT H E M AT I C S T E A C H E R
C A N B E TA K E N I N T O C O N S I D E R AT I O N A S M AT H E M AT I C S I S A R E A L LY
STRUCTURED SUBJECT AND REQUIRE TIME FOR TEACHING-LEARNING
THROUGH TECHNOLOGY UNLIKE MUSIC.