This document discusses the relevance of information technology in modern classrooms. It begins by introducing the topic and aims of the project report. It then defines information technology and discusses how IT is used in schools, including for administration, instruction, and teaching various subjects. The document outlines various ways teachers can use technology in the classroom, such as creating websites, presentations, simulations, and more. It also discusses the psychology behind how IT-enabled learning works and the need, importance, and significance of using IT in education, including benefits like access to resources, immediate information, collaborative learning, and distance education. It concludes by noting concerns about appropriately applying IT in classrooms.

1. PROCESS1: A PROJECT ON
RELEVANCE OF INFORMATION
TECHNOLOGY IN MODERN
CLASSROOM

2. A PROJECT REPORT ON
RELEVANCE OF INFORMATION TECHNOLOGY IN
MODEN CLASSROOM
Submitted by
KRISHNAPRIY A.M
Department of Natural Science
BVNCTE Kallekkad
Submitted to
ABHINU SURESH. T
Lecturer in Computer
BVNCTE, Kallekkad
Submitted on December 29, 2012

3. CERTIFICATE
This is to certify that the project report titled “Relevance of Information Technology in Modern
Classroom” is a bonafide work carried out by KRISHNA PRIYA.M of Natural science
Department of BVNCTE, Kallekkad as a part of B.Ed. curriculum 2012-2013.
PRINCIPAL GUIDE
BVNCTE, Kallekkad Abhinusuresh.T
Lecturer in Computer
BVNCTE, Kallekkad

4. ACKNOWLEDGEMENT
As a student teacher doing a project on relevance of information and communication technology
in modern classroom is a golden opportunity forgetting an idea of how to make our classroom
sections livelier as well as informative. I consider myself very lucky to have this wonderful
project. I extend my sincere thanks to Mr. Abinusuresh sir for giving us such an informative task.
I also extend my sincere thanks to my friends who shared valuable information that helped me
in the successful completion of this project.
Krishna priya.M

5. CONTENT
Introduction
Aims and Objectives
Data collection
 What is Information Technology?
 Information Technology in schools
 How to use technology in classrooms?
 I.T enabled learning
 How it works?
 Psychology behind learning
 Need for I.T in classrooms
 Importance of I.T in education
 Significance of I.T in education
 Concerns regarding application of I.T in classrooms
Analysis
Conclusion
Bibliography

6. INTRODUCTION
Information technology plays a major role in the modern education. Various ideas are given by
these technologies. In this faster and modern world, Education is an unavoidable segment. In
olden days only by textbooks the fulfillment of educational aimsoccurs, but now it became more
advanced and practical. Today, the constructivist approach has been given more importance
since it relates education to our life. Here comes the role of computer and the application of
information and communication technology in modern classrooms.I.T provides a new sense of
vision for the implementation of constructivist approach. Even in ordinary schools the
classrooms are modified and taken the form of smart class.This is not only good looking or
attractive to students but also providing them a huge amount of information which will enable
each learner to interact as well as interfere with the modern society. Here I have gone through
various aspects of information technology and its relevance in modifying the modern classroom
situations. The detailed report is as follows.
AIMS AND OBJECTIVES
>To find out the importance of information technology in modern classroom.
>To find out the applicability of IT in our schools.
>To find out significance of IT.
>To find out the need and importance of IT in schools.
>To find out the concerns regarding application of IT in schools.

7. DATA COLLECTION
According to Kate McKenzie“Information and communication technology is the key
to unlocking the skills and knowledge of our future generations of young people. It is the tool for
learning for the 21st
century”. Our own experience can agree with this statement. For a particular
period of time we would be a part of old curriculum, where mere mugging up of lessons and
fetching marks in examinations were considered as the right way of achieving knowledge. After
the entry of computer and information technology the whole situation changed. Now we are
going through the world created by machines where the information can be reached to
everyone’s fingertip. New generation students are learning faster than the old people. They are
more aware of the present social status. These changes can be easily felt by us. Still we wonder
how it happens.At last we have to reach at the conclusion that everything has been changed
after the birth of Information and Communication technology. Now let us go through it.
WHAT IS INFORMATION TECHNOLOGY?
Information technology (IT) is the use of computers and telecommunications equipment to store,
retrieve, transmit and manipulate data. The term is commonly used as a synonym for computers
and computer networks, but it also encompasses other information distribution technologies
such as television and telephones. Several industries are associated with information
technology,suchascomputer hardware, software, electronics, semiconductors, internet, telecom
equipment and computer services.
INFORMATION TECHNOLOGY IN SCHOOLS
Computers are spreading rapidly in schools not just in wealthy countries, but
increasingly in developing ones as well. However, although schools have had computers in
classrooms for almost two decades, ways to use them effectively have evolved slowly and
patchily. Schools use ICTs in two main ways: for administration and routinetasks of classroom
management, and for instruction. In the classroom, they have two main instructional roles: for
teaching ICT skills and as a tool for teaching other subjects. In schools the IT is also dealing
with non-academic tasks. Here let me concentrate on the application of IT in classroom
situations.

8. HOW TO USE TECHNOLOGY IN CLASSROOMS?
Here I have provided a small sketch that shows the various domains of Information
Technology that can be used in a classroom. Today the modern educationalists have been put
forwarded a new recognition to such class roomas “Smart Class”;where the information and
communication technology is playing a major role. We can see that implementation of IT in
schools has been exerted major impact in pedagogical approaches. A teacher’s role in IT
classroom will not mark the end after the distribution of tasks among students on which they
have to work with, but it will continue throughout the completion of tasks. He or she can act as a
guide to students and can help them to construct new knowledge and skills. As a teacher a
person can usethe above mentioned applications in the classroom.
Teachers could give many different and specific examples of how technology had changed
their work. A number of things were being done with Web sites, from giving students notes
which one teacher described as a "low end thing," to getting students to create their own Web
pages. One teacher was using a Web site to enhance an actual field trip. The Web site
introduces students to the animals and tells them what they are going to be doing while on the
field trip. It shows them techniques they can use to analyze the ecosystem and record the data.
The prior preparation through the Web site helps students benefit from the actual field trip.
Implementation of I.T has been changed the attitude of teachers. Several teachers
mentioned that they used Power Point and other computer programs to improve their
presentation of material to class. Teachers explained that technology enabled teachers to

9. deliver more material to students and it also eliminated several basic problems such as; poor
hand writing, poor artistic skill, contrast, lighting, and visibility. Another teacher makes extensive
use of software programs to help teach physics. The students go into the laboratory and collect
their data using the computer. Then they use word processing programs along with Excel to do
graphs and presentations. The software allowsthe students to collect different kinds of data
using various attachments that are plugged into the computer. Using computer technology,
students have more time to explore beyond the mechanics of counting dots and setting up the
experiment. It actually lets them look at it and understand the concepts better. Another teacher
made the point that resource-based teaching or resource-based learning is almost becoming
"seamless, almost natural" in everything that teachers do because information is becoming
easier to access.
Here are some activities that can be given to students which will enable them to deal with
Information Technology.
• Have students create task cards for a particular activity or web site
• Draw story webs
• Illustrate vocabulary words
• Make lists, sort lists, organize lists
• Print out clip art or graphics to use in collages
• Conducting experiments
• Mini-lessons
• Use computer group work to teach cooperative learning skills
• Have ongoing “personal” projects that children can work on for short periods of time
throughout the year(write in journal or add to a web page)
• Take or make a quiz
• Complete or make a puzzle
• Class database
• Enter group info into spreadsheet and graph
• Electronic worksheets
• Reading database
• Class calendar
• Quicktime movies

10. • Venn diagrams
• Color maps in Paint
• Create a timeline
• Diagram a sequence
• Put the pictures in order
• Use commercial software
• Find time for exploration and creativity
• Chart information in a table
• Collaborate on a banner
• Model using the computer as a tool
• Use a picture to illustrate a topic
• Group or class email works
We can say that I.T is now acting as a loyal friend of our teachers. I.T resources are
helping them to achieve the goals of curriculum by efficient handling, processing, co-
ordination and administration. Now let us deal with some smart class situations.
IT ENABLED LEARNING
Media and Instructional Methods

11. Media and Instructional Methods are two integral components of e-learning instruction. Media aids in
better exposition of instructional content: instructional methods/techniques support and reinforce learning.
HOW ITWORKS?

12. This is a 5 stage learning process that is happening in a classroom by the use of
Information Technology. As we go through each stage the amount of interactivity between pupil
and the social media seems to be reaching at a higher level. At the very early stage when the
learner encounter a problem teacher has to provide proper technical assistance by setting up
the system and accessing the web page. From there the learner recognizes the use of
computers in acquiring knowledge. He slowly adapts to the web environment. Here a teacher
can help them to familiarize the cultural, social and learning environment. Everything should be
in equilibrium so that an ethical as well as moral assistance should be there in handling the
fruits of IT. Through sending and receiving messages, searching and personalizing soft wares,
learner actively takes part in constructing knowledge. Here teacher takes the role of a facilitator.
At last by proper verification of data which are collected by learners; teacher can support them
and provide more informative links that helpful for each learner to go deep into their subject
according to their wish.
PSYCHOLOGY BEHIND THE LEARNING
Studies in the psychology of learning suggest that the use of audio-visuals in education
has several advantages. All learning is based on perception, the process by which the senses
gain information from the environment. The higher processes of memory and concept formation
cannot occur without prior perception. People can attend to only a limited amount of information
at a time; their selection and perception of information is influenced by past experiences.
Researchers have found that, other conditions being equal, more information is taken in if it is
received simultaneously in two modalities (vision and hearing, for example) rather than in a
single modality. Furthermore, learning is enhanced when material is organized and that
organization is evident to the student.
These findings emphasize the value of audio-visuals in the educational process. They
can facilitate perception of the most important features, can be carefully organized, and can
require the student to use more than one modality. Thus the implementation of new
constructivist approach in the classroom will be easier. Not only that, a person with disabilities
can be take part in learning activities by using information technology applications.
NEED OF I.T IN CLASSROOM
 Education is a lifelong process therefore anytime anywhere access to it is the need
 Information explosion is an ever increasing phenomena therefore there is need to get
access to this information
 Education should meet the needs of variety of learners and therefore IT is important in
meeting this need
 It is a requirement of the society that the individuals should posses technological literacy

13.  We need to increase access and bring down the cost of education to meet the challenges
of illiteracy and poverty-IT is the answer
IMPORTANCE OF I.T IN EDUCATION
 Access to variety of learning resources
 Immediacy to information
 Anytime learning
 Anywhere learning
 Collaborative learning
 Multimedia approach to education
 Authentic and up to date information
 Access to online libraries
 Teaching of different subjects made interesting
 Educational data storage
 Distance education
 Access to the source of information
 Multiple communication channels-e-mail,chat,forum,blogs,etc.
 Access to open courseware
 Better accesses to children with disabilities
 Reduces time on many routine tasks
SIGNIFICANCE OF I.T IN EDUCATION
 Access to variety of learning resources
In the new era of technology, IT aids plenty of resources to enhance the teaching skills
and learning ability. With the help of IT now it is easy to provide audio visual education.
The learning resources are being widens and widen. Now with this vivid and vast
technique as part of the IT curriculum, learners are encouraged to regard computers as
tools to be used in all aspects of their studies. In particular, they need to make use of the
new multimedia technologies to communicate ideas, describe projects, and order
information in their work.
 Immediacy to information
IT has provided immediacy to education. Now in the year of computers and web
networks the pace of imparting knowledge is very very fast and one can be educated
anywhere at any time. New IT has often been introduced into well-established patterns
of working and living without radically altering them. For example, the traditional office,
with secretaries working at keyboards and notes being written on paper and manually
exchanged, has remained remarkably stable, even if personal computers have replaced
typewriters.
 Any time learning
Now in the year of computers and web networks the pace of imparting knowledge is very
fast and one can be educated .One can study whenever he wills irrespective of whether
it is day or night and irrespective of being in India or in US because of the boom in IT.
 Collaborative learning

14. Now IT has made it easy to study as well as teach in groups or in clusters. With online
we can be unite together to do the desired task. Efficient postal systems, the telephone
(fixed and mobile), and various recording and playback systems based on computer
technology all have a part to play in educational broadcasting in the new millennium. The
Internet and its Web sites are now familiar to many children in developed countries and
among educational elites elsewhere, but it remains of little significance to very many
more, who lack the most basic means for subsistence.
 Multimedia approach to education
Audio-Visual Education, planning, preparation, and use of devices and materials that
involve sight, sound, or both, for educational purposes. Among the devices used are still
and motion pictures, filmstrips, television, transparencies, audiotapes, records, teaching
machines, computers, and videodiscs. The growth of audio-visual education has
reflected developments in both technology and learning theory.
Studies in the psychology of learning suggest that the use of audio-visuals in education
has several advantages. All learning is based on perception, the process by which the
senses gain information from the environment. The higher processes of memory and
concept formation cannot occur without prior perception. People can attend to only a
limited amount of information at a time; their selection and perception of information is
influenced by past experiences. Researchers have found that, other conditions being
equal, more information is taken in if it is received simultaneously in two modalities
(vision and hearing, for example) rather than in a single modality. Furthermore, learning
is enhanced when material is organized and that organization is evident to the student.
These findings suggest the value of audio-visuals in the educational process. They can
facilitate perception of the most important features, can be carefully organized, and can
require the student to use more than one modality.
 Authentic and up to date information
The information and data which are available on the net is purely correct and up to date.
Internet, a collection of computer networks that operate to common standards and
enable the computers and the programs they run to communicate directly provides true
and correct information.
 Online library
Internets support thousands of different kinds of operational and experimental services
one of which is online library. We can get plenty of data on this online library.
As part of the IT curriculum, learners are encouraged to regard computers as tools to be
used in all aspects of their studies. In particular, they need to make use of the new
multimedia technologies to communicate ideas, describe projects, and order information
in their work. This requires them to select the medium best suited to conveying their
message, to structure information in a hierarchical manner, and to link together
information to produce a multidimensional document.
 Distance learning
Distance Learning is the method of learning at a distance rather than in a classroom.
Late 20th-century communications technologies, in their most recent phases multimedia
and interactive, open up new possibilities, both individual and institutional, for an
unprecedented expansion of home-based learning, much of it part-time. The term

15. distance learning was coined within the context of a continuing communications
revolution, largely replacing a hitherto confusing mixed nomenclature—home study,
independent study, external study, and, most common, though restricted in pedagogic
means, correspondence study. The convergence of increased demand for access to
educational facilities and innovative communications technology has been increasingly
exploited in face of criticisms that distance learning is an inadequate substitute for
learning alongside others in formal institutions. A powerful incentive has been reduced
costs per student. At the same time, students studying at home themselves save on
travel time and other costs.
Whatever the reasoning, distance learning widens access for students unable for
whatever reason (course availability, geographical remoteness, and family
circumstances, individual disability) to study alongside others. At the same time, it
appeals to students who prefer learning at home. In addition, it appeals to organizers of
professional and business education, providing an incentive to rethink the most effective
way of communicating vital information.
 Better accesses to children with disabilities
Information technology has brought drastic changes in the life of disabled children. IT
provides various software and technique to educate these poor peoples. Unless
provided early with special training, people profoundly deaf from birth are incapable of
learning to speak. Deafness from birth causes severe sensory deprivation, which can
seriously affect a person's intellectual capacity or ability to learn. A child who sustains a
hearing loss early in life may lack the language stimulation experienced by children who
can hear. The critical period for neurological plasticity is up to age seven. Failure of
acoustic sensory input during this period results in failure of formation of synaptic
connections and, possibly, an irremediable situation for the child. A delay in learning
language may cause a deaf child's academic progress to be slower than that of hearing
children. The academic lag tends to be cumulative, so that a deaf adolescent may be
four or more academic years behind his or her hearing peers. Deaf children who receive
early language stimulation through sign language, however, generally achieve
academically alongside their hearing peers.
The integration of information technology in teaching is a central matter in ensuring
quality in the educational system. There are two equally important reasons for
integrating information technology in teaching. Pupils must become familiar with the use
of information technology, since all jobs in the society of the future will be dependent on
it, and information technology must be used in teaching in order to improve its quality
and make it more effective.
CONCERNS REGARDING I.T APPLICATION IN CLASSROOM
While recognizing that there were some concerns and problems with integrating the use of
information and communication technology, teachers thought it was beneficial to the educational
process and should be continued. Several concerns emerged from the interviews.

16.  Maintenance. The problem most often noted by teachers was the maintenance of the
equipment needed to operate a technologically enhanced school.
 Inequalities. Another frequently mentioned problem was the disparities between students
who have access to computers at home and those who do not.
 Need for training. Teachers provided evidence of the importance of the efforts in-school
to promote professional development in integrating information technology into
classroom teaching. The professional development days held and the flexible mentor
type training available at the school was viewed as being very important by the teachers
interviewed.
 Information Overload. Teachers recognized that sometimes students are overwhelmed
with the amount of information available and with the task of filtering through the
information.
 Pace of Change and Stress. Teachers have a hard time keeping up with the pace of
change. One teacher said, "People are stressed. Families are stressed", and she felt this
level of stress is being transferred to young students.
 Plagiarism. One teacher raised the problem of increased plagiarism because technology
was making it easy to reproduce and revise someone else's work. She said, "there is a
lot of cutting and pasting going on."
 Business Involvement. Another emerging issue, is the possible loss of control of the
education process to business partners. Balancing the interests of these partners and
that of the students might be an increasingly challenging role for administrators as
business involvement in education becomes more common.
 Teachers' Time. Teachers stated that information technology was placing more
demands on their time. Teachers noted that extra time was needed to learn new
software and also to create new things for teaching because greater expectations were
being placed on them.
ANALYSIS
In recent years however, there has been a growing interest to know how computers and
internet can best utilized to improve effectiveness and efficiency of education at all levels and in
both formal and nonformal settings. As there is a shift of theories explaining learning processes,
ICTs become handmaiden for learning activities. Voogt’s (2003) description on the major roles,
distinguished ICTs as an object for study, an aspect of a discipline or a profession, and a
medium of instruction. As a medium of instruction, ICTs fit to realize and implement the
emerging pedagogy of constructivism.
By the entry of IT the whole modern pedagogical strategy has been changed highly from
the olden strategies.Let us make an overview.

17. The use of ICT is changing teaching in several ways. With ICT, teachers are able to
create their own material and thus have more control over the material used in the classroom
than they have had in the past. Rather than deskilling teachers as some scholars claim, it
seems that technology is requiring teachers to be more creative in customizing their own
material. Also, using Web pages to enhance an activity demonstrates that technology can be
used to complement other aspects of good teaching rather than replace them. It is evident that
involving students in the creation of useful material as a part of a learning exercise is a way to
make school more meaningful for students. While the use of Power Point presentations has
been criticized by some, teachers at this school provide examples of how it helps them with their
teaching. The use of peripheral devices on computers to help with physics experiments again
shows how ICT can be used to aid the learning process and help students focus on higher level
concepts rather than less meaningful tasks.
Moreover, in recent days every educational infrastructure demands an IT enabled smart
classroom that can bring out an education, which helps the learner to understand his local
environment betterand can interfere with the social issues. Obviously this will lead to the
creation of a better social individual.

18. CONCLUSION
The information society challenges the education system. In recent years, the speedy,
effective and global communication of knowledge has created a new foundation for co-operation
and teamwork, both nationally and internationally. The increasing role played by information
technology in the development of society calls for an active reaction to the challenges of the
information society.This was the main reason behind the introduction of I.T in school curriculum.
An individual processed through I.T enabled education will have a solid and broad educational
foundation.
Integration of information technology with subjects for a classroom should ensure the
following two things: the quality of information and its equal distribution. Every time it is possible
to access large amount of data from the I.T source. Children may not be able to recognize the
information, which is relevant for the situation. Teacher should assist them and should help
them to choose the apt one. Through this teacher can assure the quality of information. Other
ways, there comes the chance of misplacement of the wide information channels. Children get
confused with the accommodation of large quantity of data. Sometimes they will sense the other
side of cyber world, where they get abused by certain immoral activities. Hyperlinks are usually
playing the villain role here. Another pre-requisite of an I.T enabled classroom is that work
sections given by the teachers should be accessible to everyone. I.T skills and I.T
understanding may not be at the same level for every learner in the classroom. The disparities
between students who have access to computers at home and those who do not ;should be in
the mind of every teacher. Hence teachers should concentrate an I.T based task where the
participation of every student should be ensured so that they become equally competent.
In the present social scenario we cannot separate I.T from the school syllabus. But while
introducing I.T in classrooms it should be keep in mind that the advantages of I.T are fruitful, at
the same time it can take the form of a huge storm that will destruct everything. If we are only
taking the fruits and imparting to children that will sounds good. It will demand a world of future
generation who can perform time -consuming work routines very easily and the time thus be
devoted instead to communicating and informing to the processing of information and the
production of knowledge.
BIBILIOGRAPHY
 http://wikieducator.org/Need_and_Importance_of_Information_Technology_in_Education
 http://www.ju.edu.et/ejes/sites/default/files/The%20role%20of%20ICT%20in%20Educati
on.pdf
 http://www.naace.co.uk/1068
 http://en.wikipedia.org/wiki/Information_technology

19. 