For students, academic writing is a must skill to be honed to achieve good grades from teachers and majority novice learners commit errors in spellings. Such students with spelling errors lag behind other peers. In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. Manual correction of spelling errors involves a person manually checking and correcting misspelled words. Auto correction is faster and more efficient than manual correction, but it may also introduce new errors and may not always be accurate. This case study aimed to investigate the influence of word-office as a tool on spelling improvement and accuracy as while writing in word-office misspelled word is highlighted and student can correct spelling. For this purpose, we conducted research on one student Grade 8 with spelling difficulties in a special school for special needs to participate in writing essays. This research took the form of writing manually on a paper and typing another essay with the use of word-office software. The study concludes that there is reasonable amelioration in student’s achievement in correction of spellings with the use of typing spelling. Furthermore, this research has implications for the development of new technology and software designed to support learners with dyslexia.

This study explores the use of social media tools by undergraduate students and teachers from their perspectives. A mixed-methods research approach, which includes a survey of 150 students and interviews with ten teachers at the University of Gujrat, was used. The study found that social media tools are widely applied by undergraduate students, with Facebook being the most popular platform. Students use social media primarily for communication with peers, sharing of academic resources, and entertainment. Teachers also use social media, but less frequently than students, and for professional development and communication with colleagues. The results indicate that social media has a significant negative impact on the quality of education, with students reporting increased distraction and reduced academic performance due to excessive use of social media. The research also discovered that the students who spent more time on social media were more likely to experience anxiety and depression, which further affected their academic performance. The findings suggest that universities need to take a more proactive approach to address the negative effects of social media on education, including providing guidance and support to students on how to use social media in a more responsible and productive manner.

ICT tools provided an alternative and effective direction to teaching and learning during COVID. The goal of this research is to investigate the effects of ICT on teacher-student communication during COVID-19. Quantitative research design was employed. A sample size of 40 teachers and 100 students from four public secondary schools was selected. Data were gathered through a closed-ended questionnaire carrying 14 statements. Purposive sampling was used. Data were analyzed through SPSS software. Standard deviation and independent sample t-test were run. Overall, it was found that all participants (teachers and students) find ICT tools useful in teacher-student communication but there were difference of opinion between male and female teachers about the role of ICT in communication based on different applications whereas male and female students showed similar responses.