The progress of any country depends upon the quality of education offered and its practices. Indian education was well known for its Gurukul system of education in the Vedic age. Education in India has undergone various phases and stages of development starting in the Vedic age to the post-independent period. The great Indian thinkers had emphasized on developing the inner potential of individuals by reflecting on unique potential of individuals. The recent developments in technology have changed the world outside the classroom. The information technology has made learner WWWafflicted.

This is because technological developments have brought developments in two ways: First, by enhancing human capabilities by helping people to participate actively in social, economic, and political life in a society at large.

Secondly, by giving advantage to technological innovation as a means for human development due to economic progress and increased productivity. As ICT is becoming an integral element for educational reforms and innovations at secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers. The present paper focuses on the use of integration of ICT into pre service level for both trainees as well as for teacher-educators.

The universalization of education has become the top priority for developing country like India. The lack of adequate rural infrastructure and non-availability of good teachers in sufficient numbers is adversely affecting the teachinglearning process and hence the goal of quality education is far from reality. The teacher educators need to be trained professionally to face the situations in the classroom. Effective response to such a complicated challenge to educate millions with quality could be possible by satellite based ICT enabled education. ICT enabled educational delivery modes is possible only with right kind of satellite support. Thus the effort to change the national scenario in the area of education has already been initiated by (ISRO) by launching EDUSAT. The teacher training through distance mode is now an established system in India, especially after launching of dedicated satellite for education “EDUSAT”. National and state level agencies have been organizing various training programs for teachers through EduSat. It has solved the

problem of shortage of trained teachers, lack of quality teaching especially in the rural areas, teacher absenteeism, and uniform quality education. One must realize that to face such a complicated challenge the known traditional methods and conventional response will be far too inadequate. Thus the present article discusses the use of educational satellite (EDUSAT) for teacher orientation/ training in teacher education. This paper highlights about the EDUSAT, its uses, network configuration etc.. This paper is an attempt to describe the major programs conducted by CIET, NCERT through EDUSAT for orientation of teachers.

The purpose of the work is to find out reasons for poor teaching and learning of integrated science in secondary schools in Warri, Delta State, Nigeria. The instrument used was a structured questionnaire. Data for the study were obtained by administering 360 questionnaires to 360 students. Five public secondary schools and five private secondary schools were selected. 36 students were sampled randomly from each secondary school making a total of 360. 300 questionnaires were fully answered and returned. The data were analyzed using frequency counts, percentages and stanine test. The study recommended that government should employ specialist Integrated science teachers, and schools should endeavor to see that only qualified teachers are allowed to handle integrated science subject in secondary schools. Moreover,

curriculum developers should review and reduce the syllabus to a manageable size (without reducing the quality at that level) for both teachers and students.

To impart instructions in science keeping in view the dynamic nature of learner, subject and environment there is imperative need to work out some constructivist approach which must focus on meaningful learning also-Concept Mapping is such response in this regard which, being a two dimensional technique for hierarchical arrangement of concepts, sub concepts and their relationship(s), represents the cognitive structure of learner with respect to the concerned concept(s) in context. Over the years, the effectiveness of concept mapping as instructional -, diagnosing-, evaluative -and nurturing tool has been positively proved.

Multimedia and animation may evoke misconceptions or hinder students’ in meaningful learning. This paper focuses on parents expectation regarding the use of multimedia in primary section for developing students interest in learning, and analyze the current class room teaching practices as well as expectation of parents of ideal class room teaching to develop interest in subjects and increase learning capability of children The traditional (black board + chalk) method of teaching and learning is not providing accelerated learning process, because traditional method of teaching is text based.

Consequently, multimedia technology nowadays plays a significant role in the universal globalization of information. Total no. of respondents was 144, their wards were studying in classes 1st to 5th. Our study indicated that the automation of the parent’s expectation for ideal classroom, for developing interest and improving learning capability of children. The priority of the parameters with the obtained values of the first and second moment, etc. was observed with the help of skewness. The distance learning is highly negatively skewed than the lecture. Therefore it provides the automation of the parent’s expectation for ideal classroom, for developing interest and improving learning capability of children. The paper concludes that parents think multimedia and animation method of teaching make children more creative and efficient than traditional (black board + chalk) mainly in primary sections because students are so small and their thinking is too narrow. It is tough for children to understand their new teacher handwriting on black board with marker

and chalk

For physics learning, labs plays very active and significant role as it is essential to develop concepts and principles because students are continuously required to identify the hidden concepts, define and explain underlying laws and theories using high level reasoning skills. It is time and again observed that traditional real time physics laboratory has some limitations and problems in developing these concepts etc. In present given scenario of ICT, virtual lab

through computer simulation based method of teaching physics is emerging as one of the most powerful method of experimentation in lab. The present study was conducted to see the effectiveness of virtual lab for developing concepts

in physics. The main purpose of this study was to investigate the effectiveness of Virtual Lab for students’ understanding of concepts of physics. The findings of the present study clearly revealed that student learned concepts of photoelectric effect through virtual lab in a better way as compared to real lab. The study also suggested the use of virtual labs in physics teaching, especially for teaching of concepts.

This paper focused on Instructional television utilization for the enhancement of cognitive learning skills. The study adopted a quasi experimental design with two classes comprising of forty students each for the study. Two hypotheses were postulated to guide the study. Physics achievement test was developed and validated with a reliability coefficient of 0.71. Data were analyzed using t-test statistics and results revealed that there was a significant difference in the use

of instructional television on the performance of students while there was no significant difference in the performance of male and female students in the experimental group. Recommendations were made that instructional television should be used in teaching Physics due it abstract nature.

Teaching-learning is a challenging job. The study comprises a flashback of educational technology in the light of present educational system. The two known types of educational technology – Idea and Product technology plays an integral part in teaching and learning. Both complement each other in keeping pace with the education system. The use of idea and product technology involves two trends in teaching-learning system – traditional and contemporary roles. The traditional system emphasizes the use of product technology. On the other hand, the present system throws light on idea technology. It has been seen that a combination of idea and product technology ensures a desirable feedback in students’ learning. As

a result the entire teaching-learning system reflects the transformation of one’s learning philosophy from behavioral to cognitive. The introduction of contemporary principles adds to the conversion of instruction into construction in the teaching learning process.

Language learning is based on the mastery of the four basic skills-listening, speaking, reading and writing. The first step in learning any language is listening. All the other skills depend on how far the learner has got the opportunity to listen to the language and that too by authentic speakers of that language. As English language is not the mother tongue (MT) of any group of people in India, so children do not get much practice in listening, as a consequence their speaking skill is also adversely affected. Although new approaches to English teaching like behavioral and humanistic approaches

provide better scope for practicing these skills but English teaching in Indian schools have not been oriented according to these approaches. The need of the hour is, that our English teachers get well trained in the four basic skills so that they can be a model speaker with accurate pronunciation and accent for their students and are well prepared to use modern techniques and modern approaches to make English teaching interesting and flawless for their students and are well equipped to supplement their classroom English teaching with other medias. Radio is a powerful media at present in our country due to its economic feasibility and its wide broadcasting. It offers the possibility of extensive deployment in education because of available infrastructure and low cost of producing programmes. Radio is the electronic magic carpet that has the capacity to transport educational opportunities to faraway places impacting our social, political and cultural life. Radio broadcast and interactive radio is a very good tool that can serve to supplement class room instruction

especially of English efficiently and effectively. Radio educational programmes can provide good speakers of English to students and give them a very clear and interesting explanation of grammatical concepts. Interactive radio can help to improve speaking skill. Although Radio broadcast no doubt has its potential in education but it has not been very well accepted and adequately utilized by schools. One of the main reasons of this is that teachers are not sensitive and are not trained to integrate the radio programmes with their class room teaching. The present paper discusses the ways to utilize radio in helping English teacher trainees to master English language in an effective manner and help them to utilize the benefit of radio in English learning of their students.

ICT is not only the backbone of the Information Age, but also an important catalyst for inducing educational reforms that could transform students from passive recipients of knowledge to pioneers of the learning process. Today, technology is an integral learning tool for promoting the social,

linguistic, and cognitive development of children of all ages. To achieve the goal of a technological revolution in education however, it is imperative that both teachers and students develop the necessary knowledge and skills sought in this digital age. The present descriptive research aimed to compare

computer attitudes of teachers employed at different levels of instruction in an attempt to discern whether the curriculum and activities included at a particular teaching stage had any influence on their computer attitudes. The findings of the study revealed the fact that primary and secondary

school teachers showed a significant difference in their computer attitudes, while those of schools and colleges were comparable in terms of each of the variables considered. These results could provide important implications for enhancing the curriculum across the different teaching stages in an attempt to bring about the necessary attitudinal changes in teachers toward the use of computers in a technology driven age.