Computers for Young Children in India

Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT

“…Further, teachers also held a moderate perception regarding ICT infrastructure in their respective schools, and their ability to use ICT in pedagogy was also found to a moderate degree. This moderate perception of infrastructural facilities was also bound to hamper an effective pedagogical integration of ICT and this poor infrastructural situation in the country has already been mentioned as an alarming concern in several past studies (e.g., Thirumurthy & Sundaram, 2003;Bharadwaj, 2007;Gupta & Haridas, 2012;Prasad, 2013;Kundu & Dey, 2018;Kundu, 2018;Bindu, 2019;Kaur, 2019;Singhavi & Basargekar, 2019;EQFI, 2015). All these deficiencies culminate in the poor ICT use abilities on the parts of the teachers and it has become evident more than ever in the current COVID pandemic era highlighting the skeletal picture of ICT integrated pedagogy in India .…”

Ingestion and integration of ICTs for pedagogy in Indian private high schools

“…Thus teachers' perception of their new roles as facilitators, their attitudes, beliefs, knowledge, and skills play important roles in the effective integration of ICTs and these parameters need to be studied to understand the level of ICT ingestion and integration in pedagogy. Coming to the Indian context several studies found poor integration of ICT in schools though most of these studies conducted among government schools (Bharadwaj, 2007;Bindu, 2019;Gupta and Haridas, 2012;Kaur, 2019;Kundu and Dey, 2018;Netragaonkar, 2015;Prasad, 2013;Thirumurthy and Sundaram, 2003) and a strong presence of teacher-centered pedagogy with student compliance was prevalent in classrooms, and this traditionalism clashes with effective ICT integration (Fang and Warschauer, 2004).…”

“…Indian government launched various schemes and measures to utilize the potential of smart technologies following the focus made in Revised National Policy on Education in 1992 (NPE Revised, 1992) emphasizing the need to employ educational technology to improve the quality of education that led to a few major centrally sponsored schemes, namely, Educational Technology (ET), Computer Literacy and Studies in Schools (CLASS), ICT@School, etc. Latter National Curriculum Framework (NCF, 2005), Samagra Shiksha Abhiyan or Education for All (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), National Policy on ICT in School Education (MHRD, 2012) also stressed the need along with providing fixed guidelines to integrate ICT in school pedagogy but all these initiatives were limited only in government-run schools and its implementation was reduced to the level of giving computer literacy to students as several studies found (Bindu, 2019;Bharadwaj, 2007;EQFI, 2015;Gupta and Haridas, 2012;Kaur, 2019;Kundu and Dey, 2018;Netragaonkar, 2015;Prasad, 2013;Thirumurthy and Sundaram, 2003). Thus the ground reality of ICT integrated pedagogy in government schools kissed the waste owing several problems and education in these schools is still a phenomenon, highly centralized, examination driven, joyless, impersonal, teacher-centered, and utterly irrelevant to the child's world and not much changed since the observation of Yash Pal Committee (MHRD, 1992) entitled 'Learning without Burden'.…”

Early Childhood in Ethiopia: Initiatives in Education

“…Peterson, 2000;Brooker, 2003;Clements & Sarama, 2003;Murphy et al, 2003;SeokHoon, 2003;Thirumurthy & Sundaram, 2003). In addition to academic development, educational technology could also contribute to children's social/emotional development (Peterson, 2000;Clements & Sarama, 2003;Thirumurthy & Sundaram, 2003). These changes may help children become self-motivated in their learning and feel encouraged to stay in school and create a better life for themselves and their families .…”

“…As Brooker (2003) indicated, with the help of educational technology children can become teachers themselves, and could also experience academic growth (e.g. Peterson, 2000;Brooker, 2003;Clements & Sarama, 2003;Murphy et al, 2003;SeokHoon, 2003;Thirumurthy & Sundaram, 2003). In addition to academic development, educational technology could also contribute to children's social/emotional development (Peterson, 2000;Clements & Sarama, 2003;Thirumurthy & Sundaram, 2003).…”