Technology-Integrated Education: The Indian Experience

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dc.contributor.affiliation Bernard John Poole - University of Pittsburgh
dc.contributor.affiliation Ch. Vijayalakshmi - Women's University
dc.contributor.author Poole, Bernard John
dc.contributor.author Vijayalakshmi, Ch.
dc.date.accessioned 2020-07-30T22:29:50Z
dc.date.available 2020-07-30T22:29:50Z
dc.date.issued 2007
dc.identifier.uri http://hdl.handle.net/10125/69291
dc.title Technology-Integrated Education: The Indian Experience
dc.type Conference Paper
dcterms.abstract The paper begins with an overview of the current state of education in India. This provides a context for the ensuing discussion of the extent to which modern computer-based information and communications technologies (ICT) in India are integrated into primary, secondary, and tertiary teaching and learning. Universal education in India for all children between the ages of 6 to 14 is defined as a constitutional right. If a child wants to go to school, the state must provide the opportunity. But it is not obligatory on the part of parents to send their children to school. Literacy rates are thus in some states sadly low. Technology presents a ray of hope, which as yet flickers fitfully like a short-wicked candle that is struggling to burn bright. But pilot technologybased projects here and there in India are showcasing the way to what could be a glowing future for a country that is already very much a power to be reckoned with amongst the community of nations. The paper concludes with a set of recommendations for successful technologyintegrated education.
dcterms.extent 10 pages
dcterms.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dcterms.type Text
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