Final Project It.docx

COMPARATIVE ANALYSIS OF INFORMATION TECHNOLOGY IN SCHOOL EDUCATION OF (AP & TN)

CCA1018 - IT AND BUSINESS APPLICATIONS PROJECT REPORT Submitted in partial fulfilment for the award of the degree of BBA

By S. CHITTI BABU 17BBA0089

Under the Supervision of Prof. P. Mani

CCA1018 - IT and Business Applications November, 2018

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DECLARATION I, Mr. / Ms. _S. CHITTI BABU____withregisternumber17BBA0089____, hereby declare that the project report entitled “COMPARATIVE ANALYSIS OF INFORMATION TECHNOLOGY IN SCHOOL EDUCATION IN (AP&TN)” submitted by me to VIT Vellore, in partial fulfillment of the requirement for the award of the degree of BBA is a bonfire work carried out by me under the supervision of Prof. P. Mani, Assistant Professor, School of Social Sciences and Languages, VIT Vellore – 632 014. I further declare that the work reported in this project has not been submitted and will not be submitted, either in part or in full, for the award of any other degree or diploma in this institute or any other Institute or University.

Place: TT 313 Date: 01/11/2018

Mr. S. CHITTI BABU (Signature)

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CERTIFICATE This is to certify that the project work entitled “COMPARATIVE ANALYSIS

OF

INFORMATION

TECHNOLOGY

IN

SCHOOL

EDUCATION (AP&TN)” submitted by Mr. S. CHITTI BABU with registration number17BBA0089___, to VIT Vellore, in partial fulfillment of the requirement for the award of the degree of BBA, is Bonafede work carried out by him/her under my supervision. The project fulfils the requirement as per the regulations of this University and in my opinion meets the necessary standards for submission. The contents of this report have not been submitted and will not be submitted either in part or in full, for the award of any other degree or diploma in this Institute or any other Institute or University.

Place: TT 313

PROF.MANI. P

Date: 01/11/2018

Guide’s Name & Signature

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ACKNOWLEDGEMENT At the outset, I thank the Almighty God for His blessings for granting me the knowledge and right aptitude to successfully complete my project work. I would like to express my special gratitude and thanks to my guide Prof. P. Mani, Assistant Professor, School of Social Sciences and Languages, whose esteemed guidance and immense support encouraged me to complete the project successfully. I wish to express my sincere thanks to Honourable Chancellor, Dr.G. Viswanathan; esteemed Vice-President, Shri.G.V. Selvam; respected Vice Chancellor, Dr. Anand A. Samuel and respected Pro-Vice Chancellor Dr. S. Narayanan of this prestigious VIT, Vellore for providing me an excellent world class academic environment and facilities for pursuing my B. Com Programme. My sincere gratitude lies to the Dean, Dr.G. Velmurugan, School of Social Sciences and Languages, and Head of the Department of Commerce for providing me an opportunity to do my project work in the VIT. I also thank all the faculty members of the Department of Commerce and faculty of other Departments of the School of Social Sciences and Languages and the non-teaching staff for giving me the courage and strength that I needed to achieve my goals. My special thanks to my friends for their timely help and suggestions rendered for the successful completion of this project. This acknowledgement would be incomplete without expressing my whole hearted thanks to my parents for their continuous support and guidance in all walks of my life.

Mr. S. CHITTI BABU

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CONTENTS TITLE

Page Number Declaration

Ii

Certificate

Iii

Acknowledgement

Iv

Contents

v – vii

List of Figures

Ix

List of Tables

X

Chapter I

INTRODUCTION

7-11

Chapter II

REVIEW OF LITERATURE

12

Chapter III

PROPOSED APPROACH

13-15

Chapter IV

DATA ANALYSIS

16-23

Chapter V

FINDINGS, SUGGESTIONS CONCLUSION

REFERENCES QUESTIONNAIRE

AND

24-27 28-29 30

5

LIST OF FIGURES

Fig. No.

Title

Pg. No.

1

RESOURCES OF IT IN AP&TN

16

2

MAJORITY IN USAGE OF IT (TN&AP)

17

3 4

MORE USAGE OF SOCIAL NETWORK 17,18 (TN&AP) COMPARATIVE IN IMPLEMENTING IT 18

5

TOOLS USED IN IT

19

6

EFFORDS TO IMPROVE IT

20

7

STEPS TAKEN TO IMPROVE PRACTICAL 21 KNOWLEDGE IN IT 22

9

SOURCES OFFERING TO IMPROVE IT

10

MAJORITY USAGE SCHOOL(TN&AP)

OF

IT

APPS

IN

23

6

CHAPTER-1 INTRODUCTION: Information technology (IT) is the applicatio of computers and telecommunications equipment to store, retrieve, transmit and manipulate data, often in the context of a business or other enterprise. 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 technologies,includescomputer hardware, software, electronics, semiconductors, internet, telecommunications equipment, engineering, healthcare, e-commerce and computer services. Humans have been storing, retrieving, manipulating and communicating information since the Sumerians developed writing in about 3000 BC, but the term information technology in its modern sense first appeared in a 1958 article published in the Harvard Business Review; authors Harold J. Leavitt and Thomas L. Whistler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT)." Their definition consists of three categories: techniques for processing, the application of statistical and mathematical methods to decision-making, and the simulation of higher-order thinking through computer programs. Based on the storage and processing technologies employed, it is possible to distinguish four distinct phases of IT development: pre-mechanical (3000 BC – 1450 7

AD), mechanical (1450–1840), electromechanical (1840–1940) and electronic (1940–present). This article focuses on the most recent period (electronic), which began in about 1940 ICT IN SCHOOL EDUCATION OF AP: The Information and Communication Technology (ICT) in schools have been subsumed in RMSA (Rashtriya Madyamid Shiksha Abhiyan). Now in ICT in schools in a component of RMSA. ICT in schools was launched in Dec 2004 and revised in 2010 to provide opportunities to secondary stage students to mainly build their capacity on ICT skills and make them teach through computer and learning process. The scheme in a major catalyst to bridge the digital divide among students of variant socio economic and other geographical barriers. The scheme provides support to states to establish computer labs on sustainable basis. First one in partnership with state governments union territories administrators for providing computer aided education to secondary and higher secondary government and govt. aided schools. Establishment of smart schools. Teach related interventions Development of e-content through CIET 150 smart schools would be set up by state govt. UT’s at the district level using a grant of 25lakhs. At least 40 computers in each such schools. The proposed new school education syllabi of TN have challenges to make the learner a career competitive and cultural conscious individual. To achieve these goals by maintaining the quality education, blending of Information and Communication Technology (ICT) with the school education syllabi is required as the need of the hour. Blending ICT with the school education syllabi will be a twofold task scholastic and scholastic. 8

With this guidance from New Education Policy (2016) blending ICT with TN school education syllabi will empower the student.

To make the learning enjoyable. To easily comprehend and understand difficult concepts. To generate employability and entrepreneurial skills. To create a technological aptitude. To develop a career competitive attitude, To make a responsibility.

The National policy on ICT in school education 2012 by MHRD has three tier goals namely Creation, Promotion and Motivation of ICT enabled in school education. TN is geographical the 11th largest state with 64 districts, 385 block resource centres, 27 Urban areas, 17,371 Revenue villages, 13,230 Panchayats. As far as the landscape is concerned we are still in the road to achieve connectivity to schools of all villages in TN.

ICT can be blended with TN school syllabi through three modes. 1) Survival 2) Mastery 3) Innovation

Phase I: In fractural development and Interact Connectivity

Phase II: Capacity building training to teachers

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Phase III: ICT inclusion

They prepare our students in the next generation research fields like automation Intent of Things (IOT) block chain where there will be a smooth transfer of learning.

ICT in AP:

Introduction:

The future of students in very challenging as the present age is the age of Information and Communication Technology. ICT is universally acknowledged as an important catalyst for social transformation and national progress.

Functions:  Development of syllabus, course walk, training manuals and teaching learning materials.  Coordinates with NCERT, RIE Mysore, and SPSA (RUM) etc. in conduct of trainings seminars of field studies.  Training and encouraging teachers.  Holding State level and National level seminar on current issues.

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In First Phase:

The curriculum will be introduced for students of classes VI, VII, VIII at 168 model schools 175 social welfare school’s spreads across the state. It will be extending classes IX and X in the next academic year.

The AP school education dept. is planning to bring back the Information and Communication Technology. ICT curriculum I 1,647 school across the state.

There are two phases of ICT which was implemented in United AP in over 4,000 schools.

However, the post bifurcation, it got halted and now with the new advanced methodology, the development on trying to implement ICT curriculum across the state.

The revised ICT curriculum is mainly focused on integrating ICT tools as part of pedagogy, instead of teaching computer as separate subject in the state schools. As part of this, a separate curriculum will be given to both the teachers and students.

The AP state govt, has selected N-computing, a provider of shared computing technology, to supply a massive computer education programme in the state, which will be co-funded by the state and central govts.

The programme will provide computing access for the first time to 18 lakhs schools children throughout the state.

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The AP programmer is based on the BOT out sourcing model developed by the AP govt. BOT stands for Build, Operate and Transfer and requires out sources to instill, staff and manage the labs are installed quickly and stick performance benchmarks are met. The five-year period also enables school staff to develop their own skills in managing the

computer aiding teaching capabilities.

NIIT will be responsible for managing 2005 of the schools involved in the project. AP is one of the most progressive states to have encouraged early adoption of ICT in schools for enhancing quality of education.

NIIT is pleased to bring the benefit of N computing shared computing technology to the state.

The literacy level is in bottom quartile of the country and nowhere near the neighbouring states TN and Karnataka while GER of AP is higher education (22%) is higher than national average it is lower than national the neighbouring states of Karnataka (25.5%) and Tamilnadu (42%).

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CHAPTER-2 REVIEW OF LITERATURE: Information studies programs can simulate VOs in courses and teach certain skill sets that are needed in VO work: critical thinking, analytical methods, ethical problem solving, stakeholder analysis, and writing policy are among the needed skills and abilities. Simulated virtual teams allow participants to learn to trust team members and to understand how communication and product development can work effectively in a virtual workspace. It is hoped that some of these methods could be employed in corporate training programs also. In an innovative course, interuniversity VOs were created to develop information products. Groups in four geographically dispersed universities cooperated in the project; at its conclusion, students answered a self-administered survey about their experience. Each team’s success or difficulties were apparently closely related to issues of trust in the team process. Access to and ease of communication tools also played a role in the participants’ perceptions of the learning experience and teamwork. 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, including Humans have been storing, retrieving, manipulating and communicating information since the Sumerians developed writing in about 3000 BC, but the term information technology in its modern sense first appeared in a 1958 article published in the Harvard Business Review; authors Harold J. Leavitt and Thomas L. Whistler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT)." Their definition consists of three categories: techniques for processing, the application of statistical and mathematical methods to decision-making, and the simulation of higher-order thinking through computer programs. The comprehensive review of the literature addresses the 13

research question pertaining to the objective of this study: Are private schools more effective in improving the academic achievement of students? The issue of relative effectiveness of government and private schools is a key ingredient in debates about educational policy in both developed and developing states. This issue has deeply interested the social science researchers too. They have tried to investigate the reasons for better performance of the private schools in comparison to that of the government schools. In developing country like, India the ever-growing demand for fee-charging private schools, is based on the endemic problem of teacher absenteeism, teachers shirking work and lack of commitment in government schools (Andhra Pradesh and Tamilnadu.

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CHAPTER-3 PROPOSED APPROACH: Benefits of using IT in school education. Information and communication technologies have recently gained groundswell of interest.it is a significant research area for many scholars around the globe. Their nature has highly changed to face of education over the last few decades. in addition, schools with sufficient ICT resources achieved better results then those that are not well equipped. There is significant improvement on learner’s performances. Final teachers became more convinced that educational achievements of pupils are due to good ICT used in fact high percentage of teachers in India states 86% that pupils are more motivated when computers and internet are being used in class Many pupils consider ICT tools very helpful in that it helps them to do assignments teachers see that ICT enables students with special needs or difficulties. It also helps to reduce the social disparities between pupils, since they work in teams in order to achieve a given task. Students also assume responsibilities when they use ICT to organize their work through digital portfolios or projects. In addition, the study showed that ICT has significant impact on teachers and teaching processes. By virtue of government Interventions and training seminars organized in this regard, ICT tools stimulate teachers. Indeed, an absolute majority of teachers in India (90 %) claim to use ICT to do tasks, such as preparing lessons, sequencing classroom activities, etc. Therefore, teachers plan their lessons more efficiently. ICT also help teachers to work in teams and share ideas related to school’s curriculum. There is also evidence that broadband and interactive whiteboards play a central role in fostering teachers’ communication and increasing collaboration between educators.

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The ICT Test Bed evaluation Underwood provides an evidence that many teachers use ICT to support innovative pedagogy. It states: “New technologies that provide a good fit with existing practices, such as interactive whiteboards are first to be embedded, but others like video conferencing, digital video and virtual learning environments are now being incorporated, providing evidence of ongoing learning by the workforce. Training needs to continue to support innovative pedagogy.” Both examples show that ICT is being integrated in a continuous process. Therefore, ICT can improve teaching by enhancing an already practiced knowledge and introducing new ways of teaching and learning. Transforming teaching is more difficult to achieve. “Changes that take full advantage of ICT will only happen slowly over time, and only if teachers continue to experiment with new approaches.” (Underwood 2006) This evaluation came from a teacher training seminar in IT during the ITMF project. It showed that teachers have not fully changed their use of ICT in education; however, most of them changed their way of thinking about the application of ICT in education. Teachers have increased their use of ICT in lessons where students look for information on the net and use it afterwards for subject specific areas, but hardly any use of ICT for class presentations. Nonetheless, teachers do not make use of ICT to engage students more actively to produce knowledge. Similarly, the elearning Nordic study shows an increase in the use of ICT to teach but not to innovate teaching methods: “ICT generally has a positive impact on teaching and learning situations, but compared with the ideal expectations; the impact of ICT on teaching and learning must still be considered to be limited” Educational software needs to be developed and implemented with a full understanding of the principles of learning and developmental psychology. Many new issues arise when one considers how to educate teachers to use new technologies effectively: What do they need to know about learning processes? What do they need to know about the technologies? What kinds of training are most effective for helping teachers use high-quality 16

instructional programs? Understanding the issues that affect teachers who will be using new technologies is just as pressing as questions of the learning potential and developmental appropriateness of the technologies for children.

Assessment to Support Learning Assessment and feedback are crucial for helping people learn. Assessment that is consistent with principles of learning and understanding should Mirror good instruction. Happen continuously, but not intrusively, as a part of instruction. Provide information (to teachers, students, and parents) about the levels of understanding that students are reaching. Assessment should reflect the quality of students’ thinking, as well as what specific content they have learned. For this purpose, achievement measurement must consider cognitive theories of performance. Frameworks that integrate cognition and context in assessing achievement in science, for example, describe performance in terms of the content and process task demands of the subject matter and the nature and extent of cognitive activities likely to be observed in a particular assessment situation. The frameworks provide a basis for examining performance assessments that are designed to measure reasoning, understanding, and complex problem solving. The nature and purposes of an assessment also influence the specific cognitive activities that are expressed by the student. Some assessment tasks emphasize a particular performance, such as explanation, but deemphasize others, such as selfmonitoring. The kind and quality of cognitive activities observed in an assessment situation are functions of the content and process demands of the tasks involved. Similarly, the task demands for process skills can be conceived along a continuum from constrained to open. In open situations, explicit directions are minimized in order to see how students generate and carry out appropriate process skills as they 17

solve problems. Characterizing assessments in terms of components of competence and the content and process demands of the subject matter brings specificity to assessment objectives, such as “higher level thinking” and “deep understanding.” This approach links specific content with the

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CHAPTER-4 DATA ANALYSIS: The aim of this study is to compare the INFORMATION TECHNOLOGY in school education. in order to reach the aim a structured questionery was sent to 100 peoples and we got responses by 60 people

Data interpretation FIG1. RESOURCES OF IT IN AP&TN

16.70%

83.30%

digital class rooms

tablets

Fig 1 says that most of the students are preferring digital class rooms 83.30% of students are preferring this 19

FIG2. MAJORITY IN USAGE OF IT

26.70%

73.30%

computer labs

reception

Fig2 says that the both the states are using computers majority in computer labs

20

FIG3. MORE USAGE OF SOCIAL NETWORK

41.90% 58.10%

andhra pradesh

tamilnadu

Fig3 explains about the using of social networking in school education of two states(TN&AP). By the conclusion AP is using more social networking.

FIG4.COMPARATIVE IN IMPLEMENTING IT

31.30%

34.40%

34.40%

tamilnadu

andhra pradesh

other

21

Fig 4 by this both (TN&AP) states are implementing IT in same majority and some other states are also using the same.

FIG5. TOOLS USED IN IT

9.40% 6.30%

56.30%

smart board

digital pads

28.10%

computers

all the above

Fig5 shows the majority to use all the above devices to improve the information technology

22

FIG6. EFFORTS TO IMPROVE ( IT )

23

FIG.7 PRACTICAL KNOWLEDGE

20.6

58.8

1st Qtr

20.6

2nd Qtr

3rd Qtr

0

Fig7 represents the assignments and practical labs are more important to improve the skills in information technology

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FIG9. SOURCES OFFERING TO IMPROVE IT

23.50%

76.50%

laptops

tablets

Fig9 represents the source of using IT by the laptops they are providing the laptops to students

25

FIG10. MAJORITY USAGE OF IT APPS IN SCHOOL(TN&AP)

50%

50%

andhra pradesh

tamilnadu

Fig10 shows the usage of IT apps in school are similar to tamilnadu and Andhra Pradesh

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CHAPTER 5 FINDINGS: we found that the Andhra Pradesh is poor in using of INFORMATON TECHNOLOGY by using information technology students can easily understand and learn the TECHNOLOGY teachers are also comfortable with IT teaching methods  digital class rooms should be implemented in schools  the computer labs should be improved  social networking usage should be increased, as for references  improve the usage of IT in using of smart boards, tablets, laptops  digital assignments and practical labs should be improved  implementation of IT apps in schools should be increased

SUGGESTIONS: The following suggestions are offered by the researcher for improving INFORMATION TECHNOLOGY in school education we should implement the above-mentioned devices and methodology to develop IT in school education from the research findings and also from the interactions the researcher had with the respondent schools in TN&AP. The future of students in very challenging as the present age is the age of Information and Communication Technology. ICT is universally acknowledged as an important catalyst for social transformation and national progress. Information and communication technologies have recently gained groundswell of interest.it is a significant research area for many scholars around the globe. Their nature has highly changed to face of education over the last 27

few decades. The AP programmer is based on the BOT out sourcing model developed by the AP govt. BOT stands for Build, Operate and Transfer and requires out sources to instill, staff and manage the labs are installed quickly and stick performance benchmarks are met. The five-year period also enables school staff to develop their own skills in managing the computer aiding teaching capabilities. NIIT will be responsible for managing 2005 of the schools involved in the project. AP is one of the most progressive states to have encouraged early adoption of ICT in schools for enhancing quality of education It's just through teaching that the educational modules wake up for children. Furthermore, it's just through comprehension the workmanship, science and art of teaching from exploration, examination and shared experience that teachers can illuminate and refine their practice. Depending on propensity or authority claims isn't sufficient. A more prominent spotlight on what proof lets us know about powerful teaching and learning will empower teachers to offer each kid some assistance with achieving the most elevated conceivable standard in all parts of their education. Where assessment and benchmarks are concerned we require a more extensive common-sense collection and a more modern vocabulary. We should devise approaches that improve learning and additionally test it, that backing the educational programs as opposed to contort it, and that seek after exclusive requirements in every aspect of learning, not only the center subjects. It's no more satisfactory that tests at a minute in time and in a restricted range of learning are dealt with as measures of a tyke's whole educational fulfillment or of everything that schools mean to give. Tests have their place, however both assessment and responsibility ought to be about significantly more than test results. We need to sort out what primary education is for, and ensure that aims driving the curriculum and are not merely cosmetic. To say, as the government does, that the main aim of primary education is to make children 'secondary ready' is to undervalue children's huge potential for development and learning during the 28

primary years. Education is about the here and now as well as the future, but schools should also address the wider condition and needs of children and society in today's complex world. Children leaving primary school should of course be ready for what follows, but what follows year 6 is life, not just year 7. Most teachers lecture, assign work, and label student work (turned in on time) as acceptable or unacceptable. Unfortunately, those teachers will get a very different level of effort and success from their students than teachers who ask questions, encourage research and discussion, prefer students to create their own original project ideas, require the students to identify their own strengths & weaknesses, and will accept nothing less than the student's best work (no matter how long it takes). In a system as huge as our public schools, there is need for a curriculum. Allowing students some choice and control in deciding how to demonstrate their learning while encouraging an awareness of their own thinking processes will develop self-discipline and motivation. In schools, a lot of the discussion about social networking focuses on how students are using (or misusing) popular sites like Facebook or Myspace. But social-networking sites can be incredibly useful for teachers, too. Need an idea for how to teach the popular young adult novel The Book Thief? Curious about how Second Life can enhance classroom learning? The answers to all these questions can be found online. But social-networking sites aren’t just about linking people to resources. They’re about linking people to people—and fostering critical discussion There’s no doubt about it: Traditional professional development can be very pricey. By the time you consider speaker fees, the cost of texts, and hiring substitutes to cover classes, districts can easily spend tens (or hundreds) of thousands of dollars on PD initiatives. “But this model of professional development—with a workshop here and a day-long meeting there—doesn’t produce lasting results,” says Mike Mattos,

principal

of

PioneerMiddleSchoolinTustin,

California,andco-

authorofPyramid 29

That’s where professional learning communities come in. By emphasizing the establishment of a shared vision, collective learning, instructional collaboration, peer observation, and action research, PLCs create the opportunity for continuous, teacher-directed staff development. “And it’s free,” adds Mattos. At his school, teachers have successfully engaged in PLCs to address key issues, such as establishing effective grading practices, meeting Hispanic students’ needs, and working with at-risk students. CONCLUSION: By our project conclusion we conclude that the Andhra Pradesh is still making process to improve IT in school education but Tamilnadu is supporting to give better education to the students. Everyone has understanding, resources, and interests on which to build. Learning a topic does not begin from knowing nothing to learning that is based on entirely new information. Many kinds of learning require transforming existing understanding, especially when one’s understanding needs to be applied in new situations. Teachers have a critical role in assisting learners to engage their understanding, building on learners’ understandings, correcting misconceptions, and observing and engaging with learners during the processes of learning. This view of the interactions of learners with one another and with teachers derives from generalizations about learning mechanisms and the conditions that promote understanding. It begins with the obvious: learning is embedded in many contexts. The most effective learning occurs when learners transport what they have learned to various and diverse new situations. This view of learning also includes the not so obvious: young learners arrive at school with prior knowledge that can facilitate or impede learning. The implications for schooling are many, not the least of which is that teachers must address the multiple levels of knowledge and perspectives of 30

children’s prior knowledge, with all of its inaccuracies and misconceptions. Traditional education has tended to emphasize memorization and mastery of text. Research on the development of expertise, however, indicates that more than a set of general problem-solving skills or memory for an array of facts is necessary to achieve deep understanding. Expertise requires well-organized knowledge of concepts, principles, and procedures of inquiry. Various subject disciplines are organized differently and require an array of approaches to inquiry. We presented a discussion of the three subject areas of history, mathematics, and science learning to illustrate how the structure of the knowledge domain guides both learning and teaching Technology has become an important instrument in education. Computer-based technologies hold great promise both for increasing access to knowledge and as a means of promoting learning. The public imagination has been captured by the capacity of information technologies to centralize and organize large bodies of knowledge; people are excited by the prospect of information networks, such as the Internet, for linking students around the globe into communities of learners. Designing effective learning environments includes considering the goals for learning and goals for students. This comparison highlights the fact that there are various means for approaching goals of learning, and furthermore, that goals for students change over time. As goals and objectives have changed, so has the research base on effective learning and the tools that students use. Student populations have also shifted over the years. Given these many changes in student populations, tools of technology, and society’s requirements, different curricula have emerged along with needs for new pedagogical approaches that are more child-centered and more culturally sensitive, all with the objectives of promoting effective learning and adaptation (transfer), The requirement for teachers to meet such a diversity of challenges also illustrates why assessment needs to be a tool to help teachers 31

determine if they have achieved their objectives. Assessment can guide teachers in tailoring their instruction to individual students’ learning needs and, collaterally, inform parents of their children’s progress. Supportive learning environments, which are the social and organizational structures in which students and teachers operate, need to focus on the characteristics of classroom environments that affect learning; the environments as created by teachers for learning and feedback; and the range of learning environments in which students participate, both in and out of school. Classroom environments can be positively influenced by opportunities to interact with others who affect learners, particularly families and community members, around school-based learning goals. New tools of technology have the potential of enhancing learning in many ways. The tools of technology are creating new learning environments, which need to be assessed carefully, including how their use can facilitate learning, the types of assistance that teachers need in order to incorporate the tools into their classroom practices, the changes in classroom organization that are necessary for using technologies, and the cognitive, social, and learning consequences of using these new tools.

REFERENCES: 1.DR. R. Krishnaveni & J. Meena Kumari, 2010 August, International Journal of Environmental science and development VOL 1, NO.3. 2. Kaushik Bhakta, 2016, Research scholar, Department of education, University of Calcutta, India impact of IT on teaching and learning process 3. FARIDEH HAMIDI (team) 2010, published by Elsevier Ltd, Information Technology in education 4. Brijendra Singh, VIT University, Vellore, TN, 2004 Use of Information technology among school students in the state of Tamil Nadu 32

5. Geetha Gandhi Kingdom, University of Oxford,2005 October, Private and Public schooling, The Indian Experience 6. ERIK JON BYKER, 2010, ICT in India’s elementary schools The Vision and Realities University of North Caroline at charlotte 7. Husen, T. The Relation between Seleetivity and Social Class in Secondary Education. In: International Journal for the Educational Sciences. Volume I, pp. 1727. Pergamon Press, Ltd., 1966. 8. Rose Young, 2008, December, A Research paper submitted in partial fulfilment of using IT in school classroom, University of Wisconsin-stout, Menomonie 9. Paul Lam and Aiden,2005, digital devices in class room- hesitations of teachers, research papers 10. ICF Consulting Services Ltd, November 2015, Literature review on the Impact of Digital technology 11. KAI R. LARSEN (2002): In his research paper he found that Forming virtual organizations (VOs) is a new workplace strategy that is also needed to prepare information, technology, and knowledge workers for functioning well in interorganizational teams. 12.HIMANU SHARMA (2007): In this paper, an attempt has been made to compare the relative effectiveness of government and private schools.

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QUESTIONARIES: 1. what kind of resources should TN and AP governments providing for improving computer-based instruction? 2. In what state the school are using majority percentage of IT? 3.In which state social networking in school is more TN or in AP? 4. which state is most effectively implementing IT in school? 5. If yes? Which tools do they wish to use IT. 6. How the TN and AP governments taking efforts to improve educational out comes using IT? 7.How they evaluate online learning programme. 8.what are the steps that both states following to improve practical knowledge. 9.what are the sources do they states offering? 10.what are the external drivers of changes in implementation of IT in school? 11.What are the consequences after implementation of IT in school? 12. Which state is using more IT apps in education compared to Tamil Nadu and Andhra Pradesh? 13. On average how many hours per day do they spend using computers for teaching and co-curricular activities? 14. List up five outcomes or improvement you believe can be achieved with the better use of IT in school? 15. How effectively do you think in TN and in AP states using IT from 1 to 10 standards? 34

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