TEACHING ADVANCEMENT FOR LEARNING IN MODERN TIME
Responsibility for ICT and Higher Education After independence India has made great traverses in the growth and development of education. The consecutive Education Commissions operated by Radhakrishnan, Kothari and other prominent educationists had thrown open teaching to all parts of our society i.e., poor and rich, women and men, urban and rural, backward and frailest of the weaker Sections. There has been dazzling growth of colleges from 20 to about 700 Universities from 435 to 25 and student registration from one lakh to 116 crore. However, literacy rate today is 52% only, out of which 77% people are in urban areas and 23% are in rural areas. Further, only about 10 % of the population in the relevant age-group is enrolled in higher education and a mere five per cent graduate with degrees.
New technologies like Mobile phones, web based PCs, Satellites and Wireless techs, and Internet etc. are helping the teachers and the students to gather and disseminate information which is normally not possible through any other means. Unlike the premature society the present data has emerged the new technologies for faster growth and emergence due to the global contest. Today higher education is conceived as an important form of speculation in human growth. The goal of media is to communicate. Media communication is both an art and a science. Multimedia technology supports statement and interaction that surpasses traditional language level and cultural level communication forms because of transmission communication to multi senses. So, various universities, schools, colleges, educational organizations and even corporate schooling centres are increasingly developing the spread networks and multimedia to addendum or enhance classroom education and to render open/ distance learning.
I. Aggarwal, A. (2000). Instructing Techs and Web-Based Culture: Opportunities and Challenges. Hershey PA: Idea Group Publishing.
II. Aggarwal, Binod C. (2005). India & Educational Media, Perspectives on District Educational Media in Asia, Commonwealth of Learning, Vancouver, BC, Canada,
III. Anjanappa, K (1988). Reciprocal for Coordinators of Education Centres, IGNOU publication, New Delhi.
IV. Bates, A.W., (1990) Interaction as a standard for media excerption in distance education, Interactive Communication in Distance education (AAOU, 1990), Jakarta.
V. Bates, A.W. (1995). Tech, Open Education and Distance Learning, Routledge London,
VI. Cann, A.J. (2000). On-Line Interactive Computer - Assisted Learning. Retrieved on from http://horizon.unc.edu/projects/monograph/CD/Professional Schools/Cann.asp
VII. Chaudhari, M.M. (1997). The Limits and Objects of Educational Technology in the Pattern of Supportable Development of India. In Educational Tech 2000; A Global Imagination for Distance and Open Learning (conference papers), Singapore (August 15-17) (1996), The Commonwealth of Learning, Vancouver, BC, Canada,
VIII. Marian, Croft (ed.) (1991). Article on Round Table on Student Maintenance Services. The Republic of Learning, Vancouver, BC, Canada.
IX. Keegan, Desmond (2002). Globalisation of Distance Learning; Repugns in the New Millenary towards Virtualization, Open and Distance Learning, Kogan page India Private Limited, New Delhi.
How to Cite
Copyright (c) 2022 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.