Students' perceptions of using Anitales app for digital storytelling

International Journal of Social Science & Management Studies - I.J.S.S.M.S.
Peer Reviewed–Refereed Research Journal, Indexing & Impact Factor - 5.2, Ex - UGC S.N. 5351
2021
ISSN : 2454 - 4655, Vol. - 7, No. – 5, June – 2021, Conference Special Issues
Anitales : A Modern Application Used Perceived by the

Students in Digital Story Telling Class
Santiana, Dede Surya Lesmana, Arini Nurul Hidayati
Universitas Siliwangi, Indonesia
Dr. Muthmainnah
Universitas Al Asyariah Mandar, Indonesia
Mohammed Galal, Qatar Ministry of Education and Higher Education
Abdul Gafur Marzuki, IAIN Palu, Indonesia
Abstract :- MALL (Mobile Assisted Language by making resources reusable and immediately
Learning) has been inextricably linked to accessible, as well as reducing feedback time. MALL
education. Mobile learning is becoming (Mobile Assisted Language Learning) and CALL
increasingly common. As a result, a plethora of (Computer Assisted Language Learning) are two
apps or smartphone applications has emerged to types of language learning by technology
assist both teachers and students in improving (Computer Assisted Language Learning).
the quality of learning. The introduction of
GoAnimate as a new method to facilitate mobile Mobile-assisted language learning
learning in the classroom was explored in the (MALL) – an evolving advanced technology that
previous report. Using a phenomenological promotes personal and learner-centered learning
qualitative approach, the current study looks at experiences through ubiquitously open and
another program called Anitales. Anitales is a dynamic practices – has emerged as a significant
program that allows you to make animated trend in EFL learning (Sun et al. 2017, p.305).
stories. Three university students who used Digital Story Telling (hereafter DST) is being
Anitales in their Digital Storytelling Class were created as a result of the use of technology in
interviewed. The data was then analyzed using education. According to Hava (2019), digital
thematic analysis. The participants in the study storytelling is the process of creating a story by
had optimistic attitudes toward the use of combining and editing multimedia elements
Anitales. Anitales offered a variety of appealing relevant to a specific subject (p.3). Furthermore,
features, which influenced students' emotions DST refers to a method that enables students to
and motivation. Anitales worked with students to be imaginative storytellers by guiding them
help them develop their imagination, writing, and through the two stages of subject selection,
speaking abilities. research on the topic, scriptwriting, and engaging
storytelling (Robin, 2008).
Keywords :- Anitales, DigitalStory Telling, Mall,
Students’ Perception. Anitales is one of the mobile apps used
to create DST. It is a mobile phone application
Introduction :- The use of technology in language that makes it possible to create an animated
learning in education is rapidly increasing. Mobile story. Anitales was used by a group of students at
Learning has fascinated the curiosity of one of Tasikmalaya's universities to complete
practitioners and researchers due to the rapid their DST class assignment. Initially, they
growth of telecommunication technology and its introduced the application Anitales to the class.
application to mobile devices (Hsu, 2013). Then, at the end of the course, the lecturer
Furthermore, technology is used in language assigned each student a project to develop a DST
learning to assist students in improving their project on their own. Almost all of the students
language skills. According to Yuniarti (2014), were intrigued by Anitales and wanted to use it
technology has favored EFL Teachers and Learners for their project.
Off. 320, Sanjeevni Nagar, Garha, Jabalpur (M.P.) srfjournal21@gmail.com, www.srfresearchjournal.com, M. 9131312045, 9770123251
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Formulation of the Problem :- The present study investigated the effects of mobile-assisted
will focus on investigating students’ perception of instruction on improving Iranian female EFL
who used Anitales application in DST class using Learners' speaking skills and exploring their
phenomenological research design by delivering impressions of the experience with 90 female
the formulation of the problem “What are the students at Higher Education in Iran as participants.
Students’ Perceptions on Anitales Application They discovered that Mobile Assisted Teaching
used in DST class?” played a significant role in developing students'
speaking skills. They found that Mobile Assisted
Objective of the Research :- The objective of the instruction played a prominent role in improving
research is to give some useful information about learners’ speaking skills. The interview showed that
students’ perception of Anitales application in the majority of their participants had positive
DST Class. perceptions toward mobile learning.
Review of Literature :- Their research shows that both voice

threads and Twitter can be used to help students
Mobile Assisted Language Learning (MALL) :- The improve their English skills. Another research
development of technology in education has been conducted by Kapucu, Eren, and Avci (2014)
increasing, even there is a lot of application in the investigated pre-service science teachers' attitudes
Mobile phone has been applied to support toward using GoAnimate to create animated
students’ learning or become the learning method images. According to the findings of the study, the
for the teacher itself. As stated by Miangah and majority of pre-service teachers said that
Nezarat (2012), “MALL can be considered an ideal educational animations created with GoAnimate
solution to language learning barriers in terms of software were engaging and could popularize
time and place” (p. 309). MALL is also used in any science among students, but they had some
education level such as in higher education, difficulties using it.
“Mobile technologies provide new possibilities for
students in higher education with important From those studies, it proves that mobile
features to the learners” (Kondala, 2016, p.112). learning has a good influence on the quality of the
Besides, it is offered many benefits in language teaching-learning process in the class or as a tool to
learning, in line with Khaddage, Muller, and Flintoff support the students’ learning in enhancing their
(2016). There are benefits provided by MALL English skills. Therefore, the researcher feels
especially for University learning because they are interested to explore students’ perceptions of
easy, convenient, efficient, flexible tools for different tools or applications called Anitales in DST
collaboration, coordination, and communication. class.
Furthermore, MALL in language learning Digital Story Telling in EFL Context :- Digital Story
has a positive impact on students' learning to Telling (DST) is an example of how technology can
strengthen their English skills. For instance, Ahn and be used in the classroom. DST is the process of
Lee (2013) discovered that mobile speaking creating a story by combining and editing
applications could enhance their speaking skills. Sun multimedia elements such as text, animation,
et al. (2017) reveal that social media combined with music, image, and narration that are relevant to a
mobile technology might have a positive effect on specific subject (Hava, 2019). “Storytelling is used
EFL oral performance, even in elementary school. in many fields and at many class levels, including
higher education, in contemporary educational
Then Hsu (2013) found that the systems” (Heo, 2009; Tahriri, Tous, &
participants agreed that MALL is a potential tool for Movahedfar, 2015 as cited in Hava, 2019). DST is
constructivism in EFL Learning. Furthermore, a method of getting students to interact with the
Ataeifar, Sadighi, Bagheri, and Behjat (2019) content in the classroom. The use of digital
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stories enables children to engage in various software that used to create the digital story. The
learning activities, improves students' motivation scale and digital storytelling
collaboration skills, students can practice their satisfaction questionnaire were used as data
English language in integrated and innovative collection tools. At the beginning and the end of
ways, and students can think creatively about the implementation process, the students were
how these tools hang together to express the assessed on their motivation level of self-
intended message (Lestariyana, Widodo, 2018). confidence, personal use, and attitude domains.
Furthermore, digital storytelling can be created However, the results showed that there were
using a mobile application or computer software. significant improvements in students’ self-
confidence and personal use after digital
In the EFL context especially in storytelling activity.
Indonesia, most of the ELT practices in primary
schools center on rote learning/memorization Student Perception :- Through human senses,
and drilling (e.g., vocabulary and grammar people can see, and feel everything around them
exercises) as reported by Hawanti (2014), and that causes what is called perceptions.
Hardman, and A-Rahman (2014), and Widodo “Perception is man's primary form of cognitive
(2016). It means DST in the EFL context is rarely contact with the world around him” (Efron, 1969,
used in the classroom. Moreover, the teacher still p.137). It means perceptions are shaped because
teaching by depends on the textbook that given there is a cognitive contact with something or
by the government. Hawanti (2014) stated that object that feels by the human’s senses. “Your
English teachers still use these books to teach world is what your senses tell you” (Coren, Ward
children. Nevertheless, Recent studies reported and Enns, 1999 in Lewis, 2001, p.276). What
regarding the use of DST in Indonesia. For makes perceptions shaped in a human’s brain is
instance, Lestariyana and Widodo (2018), there is a perceiver and something that is being
engaged the young learners in Indonesia with perceived. According to Lewis (2001), It is called
digital stories. Their experiences reported that the fundamental element of perceptions which
the use of DST in the classroom has positive involves an experiencing person and object,
perceptions toward students’ creativity, critical person, situation, or relationship is being
thinking, digital literacy, confidence, etc. Another perceived. However, the context of the situation
study by Juvrianto, Atmowardoyo, Weda (2018) is another factor that caused perceptions to be
that concerned with the use of DST in teaching shaped. As stated by Lewis (2001) “There is the
listening comprehension in one of secondary context of the situation in which objects, events
school in Indonesia finds that students agree that or persons are perceived and finally, there is the
learning English by using digital story is good in process nature of perception starting with the
assisting their learning since they’ve used it for experiencing of multiple stimuli by the senses and
about four weeks in the process of teaching and ending with the formation of percepts” (p.275).
learning. Moreover, everyone has their perceptions.
According to Randolph and Blackburn (1989),
In more recent research, Hava (2019) three factors make people have different
investigating Exploring the role of digital perceptions, the individual has previously
storytelling in student motivation and satisfaction learned, as well as the motivation and the
in EFL education specifically in turkey. It also personality of the perceiver (p.87. There are 3
investigates students’ opinions on the use of processes of perception by Ou Qiong (2017),
digital storytelling in learning environments. She those are selection, organization, and
used a pre-experimental study, a group of pre- interpretation.
service teachers created three digital stories
about countries, nature, and sports in a 9-week Additionally, perceptions in educational
implementation process. There is various editing research have been produced by many
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researchers. For instance, Gorra and Bhati (2016), application to read and create an animated story in
investigated Students’ Perceptions of the use of which it can encourage the users to create their
technology in the classroom at higher educations own story by using their imagination and can
institutions in Philipina. They observed the improve user’s creative writing skills. The
students’ perceptions after giving the students a researcher believes Anitales will become one of the
treatment to use technology in the classroom. popular platforms to use in the classroom since it is
The result showed that most students have a practical application and provides a lot of unique
negative consequences using mobile internet. features.
Another study by Ekinci and Ekinci (2017),
investigated about perceptions of learners about Research Procedures :- The recent study used
using a mobile application for English language phenomenological research design to investigate
learning. The result showed that mobile the phenomenon which has been experienced
applications might be enlightening for EFL and to develop a composite description of the
learners by providing advantages and essence of the experience for all the individuals.
disadvantages of using them. Furthermore, As stated by Creswell (2013) to explain
Fatimah & Santiana (2017) also research Teaching participants’ experience of a phenomenon is the
in 21st century: Students-teachers’ perceptions of focus of phenomenological research design. The
technology use in the classroom. They found researcher aims to investigate the phenomenon
using technology as instructional media certainly that appeared since the students in the DST class
can produce a better learning experience for the used Anitales as mobile learning to create a DST
students. project.
In the context of this present research, Furthermore, phenomenological

the researcher endeavor in investigating the research should be based on first-hand
Students Perception on Anitales Application in knowledge of a case, circumstance, or
DST class using a theory by Ou Qiong (2017), they experience, and is typically conducted by
are selections, organization, and implementation. interviewing several groups of people
Recently, the participants are those who have (Moustakas, 1994). In line with this, the present
used Anitales in DST class, surely they have their research is focused on Anitales, which is rarely
perceptions about it. explored by researchers, and the data was
gathered through interviews. As a measure, the
Anitales as part of MALL :- Technology has researcher endeavors to investigate students'
become an essential component of education. impressions of Anitales application in DST class.
Furthermore, many teachers have integrated
technology into the classroom, such as the use of Setting and Participants :-The participant of the
mobile learning to assist students to enhance their study is three students who have conducted DST
English skills. According to Kondal (2016), class in one of the Universities in Tasikmalaya.
integrating mobile technology into teaching and They used Anitales as a tool to create DST to fulfill
learning can increase the use of effective methods the assignment from their lecturer. They were
for acquiring language skills. chosen because of three considerations :
A lot of mobile learning or application has  They used Anitales Application in creating the
been used by both students and teachers in the animated story in the DST class.
classroom, for instance, GoAnimate. It provides a  The students are still familiar and remember
web platform for users to make animated videos the features and how to use Anitales
(Stratton, 2014). Same as GoAnimate, Anitales is Application.
one of the applications that can assist students in  They are the only three out of six students in
improving their English skills. It is an android that group who are agreed to become the
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participants of this researcher. The majority of 3. Reviewing themes :- The proponents analyzed
the students are either 20 or 21 years old. whether the themes tell a convincing and
compelling story about the data, and began to
Data Collection Technique :- The data were define the complexity of each theme as well
obtained by using a semi-structured interview (SSI) as the relationship between the themes.
with the participants and they were asked several 4. Defining and naming themes :- The
questions about their perceptions on Anitales researcher began by writing down the topics
Application used in DST class. Adams (2015) stated, to be examined next and analyzing the data
“Semi-structured interviews are suited for a contained within them.
number of valuable tasks, particularly when more 5. Producing the Report :- The researcher
than a few open-ended questions require follow-up provides a compelling story that is coherent,
queries.” Semi-structured interviews are conducted logical, and valid about the data based on the
with a fairly open framework, which allows focus, analysis.
conversational, two-way communication In
collecting the data. Therefore, this kind of interview Results and Discussions :- This present research is
is appropriate to the design of this research in to gain to know the students’ perception of Anitales
which intended to present details into what the application in DST Class. The data were obtained
participants feel and think. from the interview and were analyzed by using
thematic analysis. The result showed that there are
Data Analysis Technique :- Thematic analysis three emergent themes: (1) Providing Attractive
used to analyze the data gathered, identifying the Features, (2) Providing Easiness to Use Features, (3)
most common patterns in participants’ responses Affecting Students Emotions, and (4) Assisting
(Braun & Clarke, 2006). There are six phases in Students to Improve their Creativity, Writing, and
thematic analysis proposed by Braun and Clarke Speaking Skills.
(2006) as follows :
1. Providing Attractive Features :- All of the
1. Familiarizing with the data :- The researcher participants were asked questions related to
created the data transcript and data the features on Anitales, they all agreed that
translation into English in this section. The Anitales has a lot of attractive features. There
researcher then reads the data until he or she are a lot of features in Anitales, such as a lot
is acquainted with it so that the researcher of characters, settings, weather, customize
can obtain an understanding of the data and clothes, animation’s movements, audio
begin selecting the right code for each data dubbing, inserting text in the story, Anitales
set. community, share to any social media,
2. Generating initial codes :- After becoming Anishop, watch other’s story and give a
acquainted with the data, the researcher comment for them. In this section, it was only
began categorizing it into several codes and explained a few statements stating that they
then organizing all of the codes and relevant were helped and interested in the features in
data extracts. Anitales that could help them in creating a
digital storytelling project. It is supported by
Searching for themes :- The researcher was the statements below :
focused on the broader level of themes and
involves sorting the different codes into
potential themes.
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Table 1 Attractive Features

Participants Statements
P1 It is cute, apealing, colorfull, and the movement of the animations is good.
P2 What I like from Anitales is the dubbing feature, and the character can be
move as I want.
P3 It has a lot of characters, features, background, overall it is good.
From the data above, it is stated that all is in line with Lin, Lee, Chang, and Fu (2020), who
participants agreed that features in Anitales were say Mobile learning application is interesting
attractive. Participant 1 stated that he liked the because of its benefits such as it encourages
movement of the animation in Anitales and its students’ self-confidence and personal
appearance because it is cute, appealing, and innovation. In addition, the appearance of
colorful. The attractive appearance has affected Anitales has become the reason for them to use
his feeling and motivated him in creating a digital Anitales as their media learning which means that
storytelling project. In fact, the appearance of the interface or appearance of Anitales influences
Anitales interface is actually full of color and it their motivation in using it. It is also supported by
provides a lot of movements in Anitales so that Ali et al (2014), who explain Mobile applications
users have some options in choosing the should design and developed by attractive and
movement of the character. Similar to participant user-friendly to gain the acceptance of the end-
1, participant 2 liked the movement of the user. Furthermore, one of the characteristics of
animation, yet she also mentioned that she was mobile learning is to have some features to
interested in the dubbing feature. She explained support students learning. In the same vein, Zaki
that she could use her voice to fill the audio of and Yunus (2015) say that some useful features in
each character in Anitales, therefore, it can help mobile learning applications benefit the students
her in creating digital storytelling especially when in many aspects such as mobility, ubiquity,
she wanted to filled voices for each character by wireless networking, interactivity, accessibility,
using her voice without any additional software and privacy.
to edit the character’s voice. Moreover, she felt
that it has an impact on the development of her 2. Providing Attractive Features :- The
speaking skill. Meanwhile, participant 3 said that participants mentioned the easiness of using
Anitales had a lot of characters, features, and Anitales. The easiness here means the
backgrounds, which means, the features on features in Anitales were easy to use. It was
anitales have assisted him in creating DST since it proved by participants’ statements that
provides a lot of good features. revealed the features in Anitales were easy to
use and it was affected their easiness in
By saying positive perceptions toward the creating the digital storytelling. Below are
features in Anitales, it means, students are their statements about the easiness of
interested in using it and make the learning Anitales’s features :
process become interesting to them. That finding
Table 2 Easy to use
P1 When I observed all the features and its function, it’s quite easy.
P2 Anitales is way more flexible and not really complex
P3 Anitales is more practical and easier to use, and the features also easy to
be implemented in the story
As the participants mentioned above in that with various features in Anitales, it was all
regard to the easiness of using Anitales, they felt easy and help them in creating the DST.
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Participant 1 said that before he created the DST, intention to use so that it will become accepted
he observed all the features and its function, then as one of mobile learning application for students
he felt the features were easy to use. Similar to learning. The easiness of using Anitales’ features
participant 1, participant 2 perceived that helps them in creating DST. It is also supported by
Anitales’ features were flexible and not really Hao, Dennen, Mei (2016), they believe that the
complex. She revealed that she faced some students will use mobile learning application if it
difficulties in using the features in Anitales, but is easy to use. Therefore, Anitales as a mobile
she learned the features quickly then change her learning application that provides features that
mind that it was easy to use. Participant 3 felt easy to use will be suitable for those who are
that the features in Anitales were easy to be intended to learn using mobile learning.
implemented in creating the DST.
3. Affecting Students Emotions :- The questions
Furthermore, all the participants’ concerning feelings in using the application of
responses showed that features on Anitales were Anitales were given to the participants. The
easy to use. It is in line with Ali et.al (2014), who result indicated that the majority of
states Mobile phone application in education participants showed they felt curious and
must be designed and developed by pay attention excited to use the application.
to its ease of use, usefulness, attitude and
Table 3 Affecting Students’ Emotions
P1 I feel excited because it’s like there is an animation maker in phone! So excited and
curious whether it is difficult or easy to use.
P2 I feel challenging and also happy, because I have to think more about the creation
of the story.
P3 I feel curious in mixing the characters, background and the story I made.
The data showed that the use of Anitales story before inserting it into Anitales. Moreover,
application in DST class affected the participants’ participant 3 stated he felt motivated to explore
emotion to become ‘curious’, ‘challenged’, deeply about Anitales in creating DST projects. It
‘excited’. As mentioned in Participant 1, he felt is also supported by Elfeky and Masadeh study
excited because he found an animation maker on (2016), which states implementing mobile
phone, which means, it was something new for learning applications in their instruction can
her to learn. That data is in line with Elfeky and involve students’ emotions and motivation which
Masadeh (2016), who states that mobile learning is resulting from the students willingly able to
application can enhance students’ experiences access the teaching materials.
because of its mobility and supporting platform.
The curiosity and excitement of the participants’ 4. Assisting Students to Improve Students’
can be interpreted as the student's motivation in Creativity, Writing and Speaking Skills : The data
learning. The data above showed participant 2 shows that Anitales assisted students to improve
delineated that Anitales was challenging for him the students’ creativity. All of them agreed that
because it boosted his desire of making a good there is an influence of Anitales on their
creativity. It is found in the statements below :
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Table 4 Assisting Students to Improve their Creativity

P1 A lot of characters and backgrounds in Anitales made me become more creative
P2 There is the development of my creativity in creating the story, and the
character is creative and unique
P3 It can help me increase my creativity
The participants were agreed that the students, especially for higher students. In the
use of Anitales in DST class, can help them in 21st century, creativity has become the most
increasing their creativity. It is in line with Lai and important skill and noted skill for success
Hwang (2014), who says the more students spend (Henriksen, Mishra, and Fisher, 2016). Therefore,
their time on mobile learning, there were Anitales as a mobile learning application has
significant differences between communication, become an important part of helping students in
complex problem-solving, and creativity. It means increasing students’ creativity. Besides, the
mobile learning application and creativity are two participants mentioned the correlation between
things that inseparable. It is also supported by the use of Anitales on their writing and speaking
Egan et.al (2017), who states, Creativity could be skills. They found that there are positive
considered an important part of higher perceptions by the use of Anitales toward their
education. Even creativity is one of the 21st- writing and speaking skills. It is found from the
century skills that need to be acquired by data below :
Table 5 Assisting Students to Improve their Writing and Speaking Skills

P1 Using Anitales helps me achieve the target learning of digital story telling class
P2 The benefits of using Anitales are to improve my writing, and speaking skill and my
pronunciation
P3 So, it is influencing my speaking and writing skills.
classroom. It means mobile learning application
The participants mentioned that there has become an effective tool to use in the
was an improvement in their writing and speaking classroom since it influences students writing and
skills after using Anitales. They stated that speaking skills. Furthermore, Alzu’bi (2013) as
Anitales helped them a lot in learning digital cited in Yusuf and Hamidun (2015) revealed that
storytelling. In line with target learning of DST mobile learning has given a high significant level
class (i.e. writing and speaking skills), Anitales had to students writing proficiency. Therefore,
improved students’ language skills, particularly in Anitales as one of the mobile learning
their writing and speaking skills. Recent studies applications is also has a good impact on
regarding mobile learning applications reported students’ development of writing and speaking,
that it affects the development of students’ proven by the previous data.
English skills. That data is in line with
Sun et.al (2017), who states, MALL has become a Conclusion and suggestions :- Based on the
meaningful way to practice speaking English. research result, the researcher found that Anitales
Their study found that SNS as mobile learning led has some advantages regarding the use in the
to improvement in speaking skills. Moreover, classroom. Anitales provides a lot of good features
Gonen (2019) investigates the use of technology which make students become more interested in
in the classroom, he found that students’ using it and enjoy the learning process in digital
speaking ability enhanced engagingly as the result storytelling class. Because of its easiness, so that
of the implementation of technology in the the participants had a better experience while
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creating digital storytelling using Anitales. 2594

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Creative Ways to Teach English as a Foreign Language

Professor Diana Toader
Colegiul Economic Mihail Kogălniceanu, Focşani, Romania
The aim of this study is to present some say it aloud. In all this process, the teacher
useful information for all teachers that teach pre- supervises, gives clues and in the end
adolescents. This is a stage in evolution when mediates their spoken up conclusions.
they have to deal with different problems and
their interest in learning a foreign language may Examples of statements to debate :
diminish. This is the moment when the teacher
has to understand they are going through a • “Parents must take responsibility for their
delicate period and has to find strategies to children`s actions, from a legal/criminal/
motivate them to learn. As teachers, we should financial point of view.”
be prepared to use a variety of techniques to • “You should not take photographs of people
motivate our students learn and acquire both without their express permission.”
grammar and vocabulary. Sometimes this
Sandwich Text Writing :- The three of them lived
involves teaching grammar rules, sometimes it
together in a village. The mother, the father and
means allowing students to discover rules for
the 3 year-old boy. They were not the poorest
themselves; sometimes it’s about using games,
people in the village. The mother was not a happy
warmers and other funny and interactive
woman………(2 more negative sentences). And
activities to make different structures “stick” on
then, one day, war was declared and the father
them.
had to join the army. What did war mean? What
Graffiti Posters :- would happen to the man?…….(2 more questions
asked by the boy). The little boy kept asking his
• Task :- Students must be encouraged to mother: “Where has my daddy gone?” There
express their opinions about different were many other questions he asked…….…(2
statements of great interest for their age, more short questions.). It was night time and the
family, the society they live in, etc. little boy asked his mother again where his daddy
had gone. The mother lit a candle by his bedside,
• Organisation :- individual work pointed to her own shadow on the wall and said:
“Look! There is your daddy!”……………. (3 more
• Procedure :- The teacher sticks some graffiti statements about how they lived). The soldier
posters on the walls in different places, and was wounded in the war. He came home to the
each student walks near them, one by one, village. He saw his son playing in the dirt. He held
and writes down his personal opinion about out his arms to the boy who said: “Who are you?”
the statement. From time to time the teacher “I`m your daddy.” “No, you`re not. My daddy only
comes to check and to add further comes at night.” …………..(2-3 statements to finish
comments. At the end each student is asked the story.)
to stand near the poster which seems to be
the most interesting/relevant. If there is one Dialogue Maker :-
single student near a poster, someone else in
the other groups should do his best to attract Dictate the following situation to your students :
him in his group. Finally, the students take
the posters off the walls and start a • It`s 12 o`clock in the night. Your teenage
conversation about the remarks written by daughter was supposed to be at home
their colleagues. They draw a conclusion and already. You are nervous. It`s 1 o`clock and
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you are making a cup of coffee and start text

messaging. It`s 2 o`clock already and you
have had 5 cups by now. You are shaking and
nervous, you phoned some people, sent
other messages, and you are seriously
thinking about calling the police. It`s 3 o`clock
and…she enters the house.
Task :- Start a dialogue to continue the situation,

choosing the role of the mother or the daughter,
then pass to the one on the left, who will be the
other character, and continue writing in pairs till
the dialogue ends. Then they practice the
dialogue in front of the class and the teacher
decides which is the most attractive and which is
the closest to reality.
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The Correlation Between Students’ Spiritual Qoutients (SQ) and Emotional

Qoutients (EQ) toward Student’s Achievement in Learning Reading
Comprehension at Eleventh-Grade of SMAN 6 Sidrap
Firman Saleh, Universitas Hasanuddin Makassar, Indonesia

Sam Hermansyah, Universitas Muhammadiyah Sidenreng Rappang
Syamsu T, Universitas Muhammadiyah Sidenreng Rappang, Indonesia
Abd Kahar, Universitas Muhammadiyah Sidenreng Rappang, Indonesia
Hasan, Universitas Muhammadiyah Enrekang, Indonesia
Abstract :- The aims of this article to find: 1) he 1. Introduction :- In general, human Qoutient
correlation between spiritual Qoutient in includes 3 aspects, namely IQ (Intelligence
students’ reading comprehension achievement, Quotient), EQ (Emotional Quotient), and SQ
2) The correlation between emotional Qoutient (Spiritual Quotient). Many are of the opinion that
in students’ reading comprehension IQ is a determinant of one's success even though
achievement. and 3) the correlation between there is other Qoutient who also play an
spiritual Qoutient and emotional Qoutient in important role in supporting success in this case,
students’ reading comprehension achievement namely EQ and SQ. According to Yostan Absalom
at eleventh-grade SMAN 6 Sidrap. The method Labola, IQ is the intellectual ability to argue, logic,
used in this study is Correlational design were read, analyze, prioritize and write. According to
procedures in quantitative article in which Golleman (in Rismi: 2020) EQ is an individual's
investigators measure the degree of association ability to recognize one's own emotions, the
(or relation) between two or more variables emotions of others, and manage well emotions in
using the statistical procedure of correlational oneself in dealing with others. While SQ,
analysis, the population of this article is the according to Danah Sohar and Ian Marshall in his
students at an Eleventh-grade of SMAN 6 book titled Spiritual Qoutient is the essence of all
SIDRAP with the total of population was 176 Qoutient. This Qoutient is used to solve the
students with applied a cluster random sampling problem of rules and spiritual values and is also
technique. The sample of the article is the the foundation needed to function IQ and EQ.
students XI IPA 1 of SMAN 6 SIDRAP. So the total Based on the review, we can conclude that
of sample was 33 students in the sample. Based education at this time does not only focus on
on the data analysis, can be concluded that: 1) developing the intellectual Qoutient of competing
The positive effect of spiritual Qoutient on students, it must involve spiritual Qoutient and
Students reading comprehension achievement emotional Qoutient as well. According to Zulkifli
can be proven by the coefficient of (2015) states that emotional Qoutient and
determination of 0.4%., 2) The positive influence spiritual Qoutient affect achievement. While
between emotional Qoutient on Students article from Adhi Pratistha Silen concluded that
reading comprehension achievement can be there is a positive and significant influence
proven by the coefficient of determination of between Qoutient of learning outcomes.
4.1%, 3) The positive influence of spiritual
Qoutient and emotional Qoutient on Students Based on the preliminary survey data
reading comprehension achievement can be obtained at SMAN 6 Sidrap, the results obtained
proven by a coefficient of 0.07% determination. by the report cards of students in English
language subjects in the 2018/2019 academic
Keywords :- Spiritual Qoutients (SQ), Emotional year class XI Science 1 with a total of 30 students,
Qoutients (EQ), Students’ Achievement, Reading found students who get an average value (80-
Comprehension. 100) there are 35% with "very good" information,
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students who get an average score (70-79) there Formation of attitude : The formation of mental
are 40% with "good" information, while students attitudes and behavior of students will not be
who get (60-69) have 25% with "good enough" separated from the matter of instilling the
information. Based on interviews conducted with transfer of values. Namely, the teacher is not just
the school, it is known that this school holds a teaching but as an educator who will transfer
weekly prayer schedule and morning prayer these values to their students.
before starting lessons every morning. The school
already has a counseling guidance teacher (BK) The theory of the experts above can be
and a counseling room so students want to summarized that learning is a change in behavior
consult on emotional issues. In connection with from before doing the learning process and after
the background, the articleer is interested in the learning process is done indicators of learning
examining "The Correlation Between Students’ are changing in behavior, concept maturity and
Spiritual Qoutient (SQ) and Emotional Qoutient also the formation of attitudes that have goals 1)
(EQ) toward Student’s Achievement in Learning To gain knowledge 2) Planting concepts and skill
Reading Comprehension at Eleventh-Grade of 3) Formation of attitude.
SMAN 6 SIDRAP.
Achievement : Achievement is the result that has
Students’ Achievement been achieved (done, done and done) the word
achievement comes from Dutch namely prostate
Learning : Ngalim Purwanto (in Rara: 2020) which then in Indonesian is interpreted as an
characteristics of understanding learning :- outcome that has been supported by individuals
Learning is a change that occurs through training through assistance that helps directly and is an
or experience in the sense of changes caused by activity that is approved in certain situations.
growth and maturity are not considered as a
result of learning such as changes that occur in Students’ Achievement : According to Arif
infants. Gunarso (in Ana Mulyana, 2016) learning
To be called learning, the change is relatively achievement is the maximum effort achieved by
steady, it must be the end of a period that lasts someone after carrying out business learning
for days, months or years
According to Sardiman A.M there are three According to Muhibbin Syah, there are 3 kinds
learning objectives, namely : of factors that influence learning, namely:
To get knowledge : This is marked by the ability Internal factors which include the physical and
to think, ownership of knowledge and the ability spiritual state of the student
to think as inseparable. In other words, it cannot
develop thinking skills without material External factors which are environmental
knowledge; on the contrary, the thinking ability conditions around students
will enrich knowledge.
Learning approach factor, which is a type of
Planting concepts and skills : Physical skills are student learning effort which includes learning
skills that can be seen, discussed thus will focus strategies and methods
on the movements / skills needed to learn about Factors that affect learning achievement are
spiritual skills that are more complicated, because many types but can be classified into two namely:
they do not always discuss the problem of skills
that can be seen better in terms of problems of Internal factors, namely factors that exist in
appreciation, and skills. think and be creative to individuals who are learning, internal factors
solve and formulate problems or concepts.
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consist of : Physical factors (health and disability) 2019), the root of the word emotion is the Latin
verb movere which means "move, move" plus the
Psychological factors (Qoutient, attention, prefix "e -" to give the meaning of "move away"
interests, talents, motives, maturity and that the tendency to act is absolute in
readiness) Fatigue factors (physical fatigue and emotions.Emotions are a feeling and typical
spiritual fatigue) External factors, namely factors thoughts, a biological and psychological state, and
from outside the individual that consists o: a series of tendencies to act. The experts' theory
above can be summarized that emotional is
Family factors : School factors Society factors psychological state in each individual that
The experts' theory above regarding learning encourages to take an action.
achievement, it can be summarized that learning
achievement is the result of one's achievement in Emotional Quotient Emotional Qoutient was
learning activities that aim to meet first put forward in 1990 by psychologist Peter
predetermined criteria with a predetermined Salovey of Harvard University and John Mayer of
time, learning achievement has a standard value the University of New Hampshire, the ability to
for its measurement where can be said this monitor and control one's own and others'
learning achievement is successful or not.\1.2 feelings, and use those feelings to guiding
Emotional Quotient thoughts and actions which include: (1) empathy;
(2) understanding feelings; (3) controlling
Taken from (https://www.alleydog.com) emotions; (4) independence; (5) adaptability; (6)
stating that Emotional Quotient (EQ) is an preferred; (7) problem-solving skills; (8)
emotional equivalent to the IQ or level of perseverance; (9) virginity; (10) friendliness; and
individual skills in reading, understanding, and (10) respect
empathizing with others.
Based on Eckersley (Fabiola 2015) states that
Quotient Qoutient is a skill that consists of spiritual Qoutient is defined as a feeling of deep
three types, namely the ability to cope and deal intuition about the connection with the wider
with new and fast, use effective concepts, world in human life. Zohar and Marshal interpret
understand relationships, and learn them quickly. spiritual Qoutient as moral sense, the ability to
Muhibbin Syah (2018: 148), Qoutient according to adjust rigid rules coupled with understanding and
psycho ability The level of Qoutient determines love and an equal ability to see when love and
the level of student success, the higher the level understanding reach its limits, also allows us to
of Qoutient, the greater the chance of success. wrestle with the ideas of good and evil, imagining
what hasn't happened yet and lift us from
The theories of experts here can be humility.
summarized about the Qoutient needed by
everyone to support the stimuli provided by Roberts A. Emmons in Juita (the Psychology of
indicators of Qoutient that can be seen from the Ultimate Concerns), there are five aspects of
ability to facilitate oneself with the environment, spiritually intelligent people, as follows:
use concepts correctly and build relationships
with others. The ability to transpose physically and
materially The ability to experience a heightened
Emotional The Big Indonesian Dictionary level of consciousness. The ability to neutralize
defines emotions as psychological and everyday experiences. The ability to use spiritual
physiological conditions and reactions (joy, resources to solve problems. The ability to do
sadness, emotion, love) that are subjective. good.
Daniel Goleman (Rizki Milanisti Uciha,on Oct 24,
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1.4 Reading Comprehension : Reading is important information after reading. Usually,

processed undertaken to reduce uncertainly people read so that they keep updating.
about meaning a text conveys the process result
from the negotiation of meaning between the Aloud Reading : Aloud reading is basic form of
text and reader. Then, we can mention that classroom discipline and organization. In reading
reading is knowledge, expectation, and strategies aloud, the students are confronted with written
that the reader uses to express textual meaning sentences that have never been spoken before.
all play decisive roles way the reader negotiates The purpose of reading aloud is an ability or
with the text meaning. achievement of better speaking and
In Longman Dictionary of Applied Linguistic, pronunciation of students.
reading as :
The process of meaning from written text Silent Reading : Silent reading is a silent reading
understanding. When this do secretly, it is known technique, which is a very important skill in
as silent reading teaching English. This reading is usually used to
Saying written text aloud (reading aloud). This increase reading skills among students. Silent
can be done by an understanding of the content reading is done to get a lot of information. The
or not. teacher must make them read calmly and when
Based on the above definition, reading is they can read without difficulty. This is a kind of
important in everyday life, and also reading is not habit where students can read without sound
only the process of getting written symbols in that can interfere with reading
accordance with one's oral language but also the
process of getting the message to be conveyed by 2. Research Method : Article Design :- The
the author method used in this study is Correlational design
were procedures in quantitative article in which
Types of Reading : There are the following types investigators measure the degree of association
of reading according to Patel and Jain(2016: 117- (or relation) between two or more variables using
123) the statistical procedure of correlational analysis.
This degree of association, expressed as a
Intensive reading : Intensive reading is an activity number, indicates whether the two variables
that is carried out carefully and thoroughly on the were related or whether one can predict another.
text that is read. Reading will provide a basis for To accomplish this, the study a single group of
explaining structural difficulties and for expanding individuals rather than two or more groups as in
vocabulary and idiom knowledge. This will also an experiment. (Creswell, 2015).
provide material for developing greater language
control in speech and writing. Intensive reading is Participant :- The population of this article in the
reading a text or reading a part. In reading these Eleventh Grade at SMAN 6 Sidrap. In addition ,
students read the text to get knowledge or the total population is 176 students in the
analysis. The purpose of this reading is to read academic year 2019/2020. There were six classes,
shorter texts. This reading is done to get specific Science XI- 1 to Science XI- 2 and Social XI-1 to
information. Students read books to gain Social XI-3. In this article, the authoer assumed
knowledge. that such sample class had been selected from
Science XI-1 of 33 students had been chosen as a
Extensive Reading : Extensive reading is a sample for this article, so that the total sample
technique used to get a general understanding of number was 33.
a subject and includes reading longer discourse
texts for pleasure. Readers are curious about Instrument :- The following techniques were used
something. Readers do not care about specific or to collect data for this study: 1) Questionnaire,
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and 2) Reading Comprehension Test. In the instruments through the data analysis, the
questionnaire distributes to the students to know qualitative analysis employed statistical
students' spiritual Qoutient and Emotional calculation to test the hypothesis. The articleer
Qoutient. The author would like to give Reading used the procedures as follow:
Comprehension to measure student achievement
in reading And if all of the tests has been given Reading Test : Some formula in this article is
for students (sample article) so, the articleer using to process the data as follows :
would like to correlate them result (spiritual To analyze the data that has collected from
Qoutient test, Emotional Qoutient test and the pre-test and post-test, the following formula
Reading Comprehension Test). used in this article, they are:
Points for students’ answer the articleer used
Procedure of Collecting Data the following multiple-choice.
In each correct answer by the student, the
Spiritual Qoutient test : To find out the extent of score is one and in each incorrect answer the
students' Qoutient in spiritual Qoutient, the score is zero.
articleers gave a questionnaire test. Which
includes : Ability to be flexible (spontaneous and 3. Result and Discussion :- Description of the
active adaptive), results of the study contains the testing of
independent variables on the Dependent
High level of awareness, The ability to face variable. Subjects in this study were students in
and indeed utilize suffering, The ability to deal SMA Negeri 6 Sidrap. The independent variables
with and surpass pain, Quality of life inspired by in this study were spiritual Qoutient (𝑋1) and
vision and values, Reluctance to cause emotional Qoutient (𝑋2). The dependent
unnecessary losses, Tendency to see interest variables in this study was students reading
between various things (Holistic view), the comprehension achievement (Y1). Variable data
tendency to ask questions to find basic answers, can be seen in the appendix (article data).
and Responsible for bringing higher vision and
values to others. This section presents data descriptions of each
variable, including Mean (M), Median (Me), Mode
Emotional Qoutient test :- To find out the extent (Mo), and Standard Deviation (SD). Then the
of students' emotional Qoutient, the articleers frequency distribution table is also presented, the
gave a test in the form of a questionnaire, which frequency distribution histogram of each variable
in the core of the question included empathy and and the determination of the tendency of the
the skills to build relationships with others. The variables presented in the form of tables and pie
component of emotional Qoutient consists of charts. Descriptions of each variable of students
recognizing one's emotions, managing emotions, reading comprehension achievement can be seen
empathy, and building relationships. in detail in the following description :
Reading Comprehension test : Reading Variable spiritual Qoutient (X1)

comprehension test is the students 'achievement
in reading learning, the two independent / The spiritual Qoutient variable data was
independent variables (X) will be correlated with obtained from a questionnaire data consisting of
students' achievement in reading comprehension 30 questions and filled out by the students
(Y). totalling 33 people. Based on article data
processed using the help of the SPSS computer
The Technique of Data Analysis : In analyzing the program version 25.0, the spiritual Qoutient
data, the articleer was collected after giving variable has a Maximum score of 93.00, a
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minimum score of 77.00, a Mean of 88.697, a have". Teacher performance is the appearance,
median (Me) of 86.00, and a standard deviation deeds and work performance of teachers as a
of 4.97151. and obtained the histogram variable result of the knowledge, skills, values and
frequency spiritual Qoutient (X1). attitudes that have been held so far. To achieve
Study found that spiritual Qoutient influence success there needs to be encouragement within,
Students reading comprehension achievement. spiritual Qoutient and emotional also very
This proves that good Spiritual Qoutient will important.
affect Students reading comprehension
achievement. Risky Kurniansyah “pengaruh Emosional
Zohar and Marshall interpret spiritual Qoutient dan motivasi terhadap kinerja pegawai
Qoutient as moral sense, the ability to adjust rigid Dinas Pertanian Tanaman Pangan dan holtikultura
rules coupled with understanding and love and an Provinsi Lampung” Based on the results of the
equal ability to see when love and understanding study, the articleers concluded that emotional
reach its limits, also allows us to wrestle with the Qoutient had a significant effect on the
ideas of good and evil, imagining what hasn't performance of the Lampung Province
happened yet and lift us from humility. Therefore agricultural food and horticulture office staff,
from a spiritual value, it can trigger motivation in motivation variables had a significant effect on
self. the performance of the Lampung Province
The influence of emotional Qoutient on EFL agricultural food and horticulture office staff, and
teachers’ personally also emotional Qoutient and
study found that emotional Qoutient motivation variables significantly influence the
influence EFL teachers’ motivation. This proves performance of food crops and horticulture
that good emotional Qoutient will affect Students employees in Lampung province, based on these
reading comprehension achievement. results the influence of these two variables has a
Agus Efendi (2015) emotional Qoutient, strong influence on teacher motivation
among others, is the type of Qoutient that
focuses on understanding, recognizing, feeling, 4. Conclusion and Suggestions :- The result of
managing and leading feelings of oneself and the study that the writer did at SMAN 6 Sidrap
others and applying it to others. Therefore from Rappang, Sidrap shows that Podcast is one of the
an emotional Qoutient, it can trigger motivation
in self. Based on the result of data analysis and the
The influence of spiritual Qoutient and discussion above the effect of the spiritual and
emotional Qoutient on EFL teachers’ motivation emotional Qoutient towards EFL teachers’
This study found that spiritual Qoutient and motivation and performance the articleer has
emotional Qoutient influence EFL teachers’ concluded as the following:
motivation. This proves that good spiritual
Qoutient and emotional Qoutient will affect The positive effect of spiritual Qoutient on
Students reading comprehension achievement. Students reading comprehension achievement
Performance has the meaning, "something can be proven by the coefficient of
that was achieved, an achievement that was determination. This proves that good Spiritual
shown, and the ability to work” The term Qoutient will affect Students reading
performance is often used to refer to comprehension achievement.
achievement, level of success, or the ability of
individual or group work. Mulyasa states that The positive influence between emotional
"performance is the performance of someone Qoutient on Students reading comprehension
who is shown in the appearance, deeds, and work achievement can be proven by the coefficient of
performance as an accumulation of the determination This proves that good emotional
knowledge, skills, values, and attitudes they
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2021
Qoutient can affect Students reading  Ashshidieqy, Hasbi. (2018). Hubungan

comprehension achievement. Kecerdasan Spiritual Terhadap Prestasi
The positive influence of spiritual Qoutient Belajar Siswa. Dalam Penelitian Ini
and emotional Qoutient on Students reading Menyimpulkan Kecerdasan Spiritual Sangat
comprehension achievement can be proven by a Berpengaruh Dalam Prestasi Siswa
coefficient of 0.07% determination. It shows that  Crewell, W. John. (2016). Fourth edition.
spiritual Qoutient and emotional Qoutient are Educational Article: Planning, Conducting,
good, so the level of Students reading and Evaluating Quantitative and Qualitative
comprehension achievement is also good. Article. Pearson.
 Irmawati, Thamrin Tayeb, And Ridwan Idris.
4. Submission Process :- Only electric submission (2016). The Corelation Between Emotional
is accepted via OJS system at : Intelligence Toward Student Achievement
https://journal.unilak.ac.id/index.php/UTAMAX/i Reviewed By Gender Of Jurusan Pendidikan
ndex. Matematika UIN Alauddin Makassar.
Makassar.
5. For More Information :- For more information  Labola, Yostan Absalom . 2018. Perpaduan
or queries about complying to the submission Kecerdasan Intelektual (Ke) Dan Spiritual (Ks)
process, e-mail to utamax@unilak.ac.id Kunci Sukses Bagi Remaja-Remaja Konseptual
 Mumthi’ah Alkautzar ,Anieq .2018. The
6. Acknowledgement :- In the name of Allah, the Corelation Between Emotional Intelligence,
beneficent and the merciful, all praises be to Spiritual Intelligence And Self-Regulation Of
Allah the lord of the universe, who has been Study (Self-Regulated Learning) Toward The
giving mercy and blessing until the author Result Of OSCA Examinaton Student Of
accomplished this article” entitled “The Midwifery STIKES Mega Rezky Makassar.
Correlation Between Students’ Spiritual Qoutients  Rismi, Ridho; Yustiana, Yusiriska; BUDIMAN,
(SQ) and Emotional Qoutients (EQ) toward Nandang. The Effectiveness of Group
Student’s Achievement in Learning Reading Counseling with Role Play Techniques to
Comprehension at Eleventh-Grade of SMAN 6 Improve Student Emotional
Sidrap”. Intelligence. Jurnal Aplikasi IPTEK Indonesia,
Peace and salutation be upon to the [S.l.], v. 4, n. 2, p. 59-68, may 2020.
noble prophet of Islam Muhammad SAW, his ISSN:2614-2473.Available
families, her relatives, and her faithful followers. at:http://bk.ppj.unp.ac.id/index.php/aiptekin
The words are not enough to say any /article/view/331 Date accessed: 27 oct.
appreciations for their help and contributions on 2020. doi:https://doi.org/10.24036/4.24331.
this thesis. May Allah SWT protect and give them  Sugiyono. (2016). Statistika untuk penelitian.
happiness throughout their life. Finally, the Bandung.
articleer realizes that the thesis far from being  Yatin Pawar. (2018). Why it’s important to
perfect. It is a pleasure for her to receive cultivate Emotional Quotient (EQ) in the
constructive critiques and suggestions from the workplace. Online
readers. (https://upraise.io/blog/emotional-quotient-
eq-workplace/) Retrieved on January 20,
References :- 2020
 Zulkifli, Muh. (2015). Pengaruh Kecerdasan
 Anonym. (2020). Emotional Quotient (EQ) Emosional Dan Spiritual Terhadap Prestasi
Online(https://www.alleydog.com/glossary/d Belajar Aqidah Akhlak Siswa Kelas Ix
efinition.php?term=Emotional+Quotient+%2 Mandrasa Lombok Timur.
8EQ%29) Retrieved on January 20, 2020.
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Emerging Technologies and Education

Dr. Savita Mishra
Principal, Vidyasagar College of Education, Phansidewa, Darjeeling, West Bengal
Abstract :- COVID-19 pandemic has bound us to The government of India has allowed Indian
rethink our teaching -learning process. educational institutions to continue the
Educational institutes have shifted to online curriculum through virtual classrooms. There are
mode to ensure continuity of teaching-learning two ways to conduct online education. The first is
and assessment processes. Therefore, the virtual through the use of recorded classes other one is
classrooms have become a requirement rather live online classes. First one referred to as
than a matter of choice. This article highlights the Massive Open Online Course (MOOCs), and
emerging technologies in education, different second one conducted through via webinars. Now
available tools and online platforms that are used online learning, also called as e-Learning is
during the online classes and ICT initiatives taken another form of teaching. There are two types of
by Government of India during COVID -19 e-learning communication method -Synchronous
pandemic. There is some suggestive approach for online teaching & Asynchronous online teaching.
making the online classes interactive. All the
public as well as private schools are closed after Synchronous Online Teaching :- Synchronous
Pandemic. But education cannot be stopped. So teaching is where the teacher is present at the
we have to adopt new techniques for cope up the same time as the learner(s). This is almost always
situation. During the COVID 19 pandemic, the the case in a face-to-face environment.
educational environment has taken a paradigm Synchronous teaching can also take place via
shift in all over the world our country also not online learning, through the use of video
exceptional from it. conferencing and live chat or instant messaging.
As with the face-to-face environment, the
Keywords :- COVID-19, Emerging technologies, learners in synchronous online teaching can ask
online learning tools, Virtual Class Room. questions in real time.
If a course is delivered entirely through
Introduction :- The COVID-19 pandemic is first synchronous teaching, face to face or online, this
and foremost a health crisis. To stop the spread can limit flexibility for learners. Because of the
of the virus (CDC, 2020) the government of India need for everyone to be present at the same time
decided to temporarily shutting down the (even if online), all students must work through
schools, colleges and universities across the the course at a similar pace, allowing only
country, to protect students from this minimal flexibility in scheduling. As everyone
virus.According to UNESCO (2020), as of March needs to be online together, if a learner is not
29, 2020, over 181 countries have implemented available for a lesson, they miss it (although some
nationwide school closures, and more than 1.5 learning organisations will record lessons for
billion students were out of school due to these students to view later).
pandemic COVID-19. Due to this situation, The teacher’s role in online synchronous
education sector become long term uncertainty. teaching might not be so very different from their
The quality education has been questioned in this role in the face-to-face environment.
situation. The COVID-19 pandemic has bound us Synchronous learning may feature webinars (live
to rethink about our teaching learning process. online lessons), group chats, or drop-in sessions
Therefore, the virtual classrooms have become a where teachers are available to help at a
requirement rather than a matter of choice. Face particular time. However, teaching synchronously
to face classrooms become shift to online class. online will require some new skills to be
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developed, for example in managing the faster Plus, technology has also proved to be a
pace of this form of teaching (www.open.edu). helping hand for teachers who sometimes find it
hard to explain certain things within the
Asynchronous online Teaching :- Asynchronous boundaries of a physical classroom. Tech-savvy
online teaching is where teaching materials are teachers are able to prepare their lessons in a
posted online, and learners work through them in more strategical manner by including different
their own time, communicating with each other types of text, activity models, and interactive
and the teacher via discussion boards or forums, controls for students.
or even by email. Good asynchronous teaching
will include a variety of media, including (but not 2. Improved Communication :- Communication is
limited to) audio and video clips. With an an essential part of any activity. And when it
asynchronous mode of teaching, the learner can comes to education, ineffective communication is
work at their own pace and at times of day which just not acceptable. Since technology has
are convenient for them. The teacher may find emerged, communication gaps have been bridged
that the pattern of their input is very different up and the flow of knowledge has been
from the synchronous environment, with many smoothened. Whether in a traditional or a virtual
shorter visits to the discussion boards or forums classroom, with online collaboration tools
being more valuable to the learners than one everyone can just form a community where
single, longer session. There may still be teachers assign projects to their students in real-
deadlines for work to be submitted for feedback, time and students may ask for clarifications, if
and there may be a recommended schedule for any. As a bonus, peers may easily interact with
students to follow so that they have some idea of each other for their subject-relevant concerns
what they should be doing and when. As you will too.
discover later in this week, a ‘blended’ approach
can help teachers to bring together the 3. Advanced Research :- Cloud storage has made
advantages of synchronous and asynchronous research a lot easier for the students these days.
teaching, and of online and face-to-face teaching, Gone are the days when they had to go through
into a single experience (www.open.edu). piles of books to find a specific reference to
improve their assignments and projects. With
How emerging technologies improve education technology, research has been quite an effective
:- Apart from the argument that technology has tool.
negatively affected students' learning schedules, Since a lot of time is saved during
edTech has been proved to be a helpful tool. research, students are able to incorporate a lot of
Nowadays, the time that students invest in information and knowledge in their projects. Also,
learning can be utilized in the best way possible the acquisition of different solutions and results
since their growth is under their control all over the world is now possible, which is likely
thoroughly: either they can make efforts to stand the most obvious benefit a student gets in his life.
out or let the opportunities go vain. Here are All thanks to the giant search engine Google.
some ways in which technology has made the
academic industry better. 4. Effective Assessments :- With the help of
digital simulations and models, teachers are not
1. Digital Simulations and Models :- In traditional only able to prepare lessons in an efficient
learning it is sometimes difficult for students to manner, but also know the progress of their
get a concept. Digital simulations and models can students.
help students not only better understand various There is software available with which
disciplines, but also get acquainted with the teachers can give or receive assessments of their
wonders of the modern world. students in real-time. Such software is made to
help teachers stay updated with all records, for
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instance, the number of learning assignments revolutionized world, there are numerous free
given, how much time students need to solve a options available from different prestigious
problem, etc. It is a way of helping teachers know universities. No matter where you are, you can
how much time a particular question requires simply access the internet through your device
from some students, and if they're getting better; and look for your options. Since the world of
if not, what further efforts should be made for internet is bound to provide you with the best of
their improvement. your search results and help your education
needs, your grades don’t need to suffer anymore.
5. Learning at One’s Own Pace :- Needless to say,
self-paced learning is another big advantage that Technology Enhances the Fun in Learning :-
students enjoy with the emergence of technology Studies show that students prefer using
in the education industry. When they opt to learn technology because it makes things more
a specific concept and confronting any difficulty, interesting and fun to learn. The most commonly
there is no need to just skip it off. Although there used forms of technology in schools are laptops
are some quick learners who are capable of and tablets of all kinds, including iPads.
adapting quickly, there are some others who take Using this technology can make a
considerable time to absorb an idea. Such student’s least favorite subjects become more
students are blessed with the idea of technology interesting to them by incorporating games,
being part of their learning; now they can easily virtual lessons, videos, and other interactive
pace up with their peers with the complete teaching methods into their daily lessons. With a
understanding of developed lessons and online standard textbook, it is much more difficult to
curriculum that is exclusively designed for them. turn an otherwise boring subject into something
that will capture students’ attention. While
6. Fun Learning :- It is a fact that a student learns implementing these tools into a school or
more when he practices. The use of technology classroom can be quite pricey, there are
has made things a lot more fun than ever. programs in place with schools and
Students are getting engaged in so many learning manufacturers (for example, Apple) that allow
tasks that improve their retention of new schools with any budget to be able to afford the
concepts. technology. Another major factor to consider is
Since the introduction of computers, replacement or repair costs if the tablets get lost
tablets, and mobile phones, there has been a or damaged. That’s why finding a safe and
great scope of education applications that allow efficient way to store tablets and laptops is
learners to learn various concepts in a playful critical to keeping costs down and reducing
manner. Moreover, they can access to live downtime for both students and teachers.
streaming videos online to better understand an
idea, subject, or concept. Technology Better Prepares Students for the
Future :- Every day we learn about new
7. Online Groups Collaboration :- The idea of technology that will revolutionize the ways we
group study has been improvised in the cyber interact with the world around us. It is important
world. Now, the students don’t need to get that we prepare students to successfully engage
together physically; online collaboration in this new technological world.
platforms make things done. There, not only These 21st-century skills are essential for
students can discuss and chat, but also share success. For example, most jobs now include
documents and notes. This practice turns out to interactions with some level of technology. The
be a great option if you are assigned a group concept of education is not just about
project. memorizing facts or expanding vocabularies, it is
also about learning skills that will prepare
8. Open Education :- In this technologically students to interact with the world and be
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successful in the workforce. Classrooms that improve student learning outcomes. This will
focus on technology ensure that students are allow the technology used to have a profound
prepared to have a bright future in the rapidly impact on student learning.
growing digital economy.
Tools and platform for online learning :- These
Technology Increases Retention Rates :- For are some tools, used by faculty during lockdown
example, in one study, 18 second grade students for teaching and learning through online modes -
were asked to complete a PowerPoint
presentation about an animal of their choice. In a. Google Classroom : Google Classroom is easy-
the study 16 out of the 18 students remembered to-use classroom management tool for online
more facts about the animal in their project after teaching -learning. In May 2014, Google
the presentation than students who completed announced Classroom as a new tool in Google
the project without using PowerPoint. This study Apps for Education. Now in COVID -19 situation it
demonstrates how technology helps students to has become a most powerful tool to make
better retain what they learn. teaching learning more productive, collaborative,
and meaningful. This platform is free for students
Technology Allows for Self-Paced Learning :- with high security standards.It is connected with
Students learn at different rates. However, it can all different Google services together to help
be challenging for teachers to individualize lesson teachers and students go paperless. Google
plans. It is much easier with technology. Almost Classroom created through Google Drive and
all apps and programs allow for individualized Gmail is used for classroom communication. It is
instruction. This means students can focus on very effective for better learning and interaction
their specific needs and do it at their own pace. to access class assignments, course materials, and
This also helps teachers focus their time on feedback.With a set of powerful features that
students who are struggling or may require more make it an ideal tool to use with students.
attention. This improves the classroom  Teachers are able to send study material in
environment for everyone. the form of photo image pdf, PPT, video
lecture which students can view, edit and
Students Connect with Technology :- Technology copy.
has become a way of life for students. Even when  Teachers can announce for students and
they are not in school almost everything they do students can reply.
is connected to technology in some way. This has  Students can also post class streams
predisposed students to be able to connect with  Instructors are able to attaché assignments
technology in the classroom. It is much easier to and share them with students. Files are
connect with individualized lesson plans through stored on students’ drive and then they
technology than reading a textbook or listening to submit when they are ready.
a long lecture. Students are also able to connect  Teachers can monitor student progress to
with the tools they need to be successful in the know where and when to give extra
st
21 century. feedback.
Technology changes extremely quickly. It
 It is easy to access from any computer or
is important that educators keep up with these
mobile device.
changes to ensure students are prepared for our
ever-changing world. Integrating technology into Benefits of Google Classroom :-
the classroom can enhance student learning.
However, it is also important to remember that User friendly : It is very easy to use for both
technology is not a complete replacement for teachers and students. High technology but easy
traditional methods. Technology should be used Installation process, enable teachers to work
to enrich the overall educational experience and much easier. It has been purposefully simplified
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for delivering announcements and course analyse students’ performance.

material, tracking assignments, communication
with the group of students as well as individuals. Advantages of using Google forms :-
Saves time : Google classroom is using learning  Free and easy to use : It is a free online tool,
time more effectively and helping students learn that allows to collect information easily and
fast. According to Google Classroom Software efficiently. With Google forms anyone can
Engineer A. Chehayeb (2015), claims that “Google create surveys in a few minutes. The
is launching some features like export grades to interface is very easy to use. Anyone with an
Google Sheets, easier to update grade point scale, average Internet knowledge can create forms
keyboard navigation for entering grades, sort by using this tool.
name on grading page etc to save teachers' time”.  Easy data collection and analysis : The forms
are integrated with Google
Free : It is a free web service developed by spreadsheets.Google forms stores the
Google for students. Any user can access all the feedback received so we can analyse it in
other apps, such as Drive, Docs, Spreadsheets, detail.
Slides, etc. simply by signing up for a Google  Survey : We can send the form by email,
account at free of cost. integrate it into our website or send the link
via social networks or any other means.
Collaborative learning: Google Classroom enables  Easy to take Exam : With this tool, teachers
collaborative learning. Teachers can upload can get unlimited questions and answers.
materials, provide feedback for students, as well
as students can upload materials and make c. What’s App : What’s App is a common online
personal comments. So, students can collaborate platform to share learning material and
with each other on this platform. announcements. The mobile number which is
registered in WhatsApp is connected to courses
Cloud-based : It presents more professional and or classes joined online. This helps to create a
authentic technology to use in the learning group in which learning activities are done
environment as Google apps represent "a through chats.
significant portion of cloud-based enterprise
communications tools used throughout the d. YouTube : YouTube is a mass used platform. In
professional workforce." (Mary, 2014) this online platform teachers can post a video
lecture of a subject topic for a better
Mobile-friendly : It is easy to use on any mobile understanding Students can specific topic in You
device to access learning materials and submit Tube which improves the listening skills of a
ready assignments. student.
Fitted for blended learning : This app can be use e. E- Mail : Almost everyone has an account in
in both face-to-face learning environments and Gmail. It is a free web-based e-mail service that
fully online environments. provides users for storing messages and it
provides the ability to search for specific
b. Google Forms : Google forms is a Web based
messages. Teachers can send assignments
application which is very helpful to data
through Gmail in the form of MS-Word, PDF or
collection. Google forms allow teachers to make
PPT.
different types of questions such as short
answers, paragraphs, multiple choice etc, it is also f. Live-video : There are some free live-video
useful for both teacher and students for surveys, communication platforms which have been used
quiz registration purposes. It can also help you to by teachers and students in lockdown situations.
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Zoom cloud, Google Meet, Skype, Facebook Live, through this registration site -
YouTube Live, Skype, Team Link, Google Meet, swayam.gov.in/about.
Hangouts Meet etc. 2. SWAYAMPRABHA : SWAYAMPRABHA is a
collection of 32 Direct to Home (DTH)
g. Virtual Classroom : Virtual Classrooms are channels which providing high quality
online platforms that allow interaction between educational curriculum based course
teachers and students. With the use of different contents of diverse disciplines including
tools and features, virtual classrooms imitate the science, commerce, arts, performing arts,
learning environment and feel of physical social sciences, engineering, technology, law,
classrooms. medicine, and agriculture for all teachers,
It is basically software that allows a students (school -class 1st to 12th , higher
person (teacher) to transmit audio-visual education -UG and PG level) as well as out-
information (courses) live through the means of of-school children, and citizens across the
the internet. Generally, it also allows the country .These channels are free to air for
interaction of students amongst themselves and 24x7 and can also be accessed through cable
the teacher via text messages sent in a dedicated operator. For access the group of channel
chat window. In this way, virtual classroom visit ttps://swayamprabha.gov.in/index.php.
software replicates the feel of real classrooms. 3. UG/PG MOOCs : https://ugcmoocs.inflibnet.
Also known as the Virtual Learning ac.in/ugcmoocs/moocs_courses.php learning
Environment (VLE), the virtual classroom is at its material of the SWAYAM UG and PG
root web conferencing software modified to (Nontechnology) archived courses.
better adhere to the teaching-learning process. It 4. e-Content courseware in UG subjects : On
is software that can be installed on almost any the CEC websitehttp://cec.nic.in/ e-content
laptop or PC and requires basic knowledge of courseware in 87 Undergraduate courses
computers and the internet with about 24,110 e-content modules is
(www.collegedekho.com). available.
5. National Digital Library of India : National
Ten ICT Initiative taken by Government Digital Library of India is a digital repository
particularly for COVID-19 Lockdown :- There are run by the MHRD to provide vast amount of
many online platforms in India which are academic content in different formats and
supported by the MHRD, NCERT and the leading Indian languages for all academic
department of technical education. levels including school students, students
pursuing higher education and Ph.D. of a and
1. SWAYAM on-line courses : SWAYAM is an
provides researchers and life-long learners,
initiative taken by the Government of India. It
all disciplines, all popular form of access
is with teaching learning resources which
devices and differently-abled learners. Link-
were earlier delivered on SWAYAM Platform,
https://ndl.iitkgp.ac.in/
may be now viewed by the school (class 9 to
6. e-PG Pathshala : e-PG PathShala containing
12) and higher education (undergraduate and
e-text and video in seventy Post Graduate
postgraduate) learner free of cost. Courses at
disciplines includes arts, fine arts and
SWAYAM need not pay any fee but to get the
humanities, social sciences, natural &
certification, registration is required
mathematical sciences. It is a high quality,
minimum cost. Students can access study
curriculum-based, interactive e-content
material in the form of teaching videos or
which can access though the link -
Video lectures, reading material, self-
epgp.inflibnet.ac.in.
assessment tests, weekly assignments,
7. CEC-UGC YouTube channel : This is another
exams, online discussions and doubt
key initiative of MHRD and GoI provides
sessions. Students can enrol for courses
access to unlimited educational curriculum
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based lectures absolutely free. National Repository of Open Educational

Linkhttp://www.youtube.com/user/cecedusa Resources (NROER) : The Ministry of Human
t. Resource Development, GoI has launched a
8. Shodhganga : It is a digital open access National Repository of Open Educational
repository platform of 2,60,000 Indian Resources (NROER). It is a combined effort of the
Electronic Theses and Dissertations for Department of School Education and Literacy.
research students to deposit their Ph.D. With approximately 18000 registered users, and
theses. Through the 19000 e-learning resources. Aim of this initiative
link(https://shodhganaa.inflibnet.ac.in) is to store, preserve and provide access to a
research students can access it . variety of digital resources to students and
9. e-Shodh Sindhu : e-Shodh Sindhu is also a teachers and also to facilitate teachers to create
good initiative for researchers which provides and share contextual teaching and learning
peer-reviewed journals and a number of resources. This is share-able open access to
bibliographic, citation and factual databases anyone who wants to access the resources at free
in different disciplines. A large number of of cost. Students visiting this platform get an e-
publishers and aggregators to its member libraries, e-books, e-courses, chance to
institutions including centrally-funded participate in events online, and theme-based
technical institutions, universities and education. Apart from this, students can access
colleges that are covered under I2(B) and 2(f) the website in both Hindi and English language.
Sections of the UGC. Link- Visit. https://nroer.gov.in/welcome to gain access
https://ess.inflibnet.ac.in/ to NROER port.
10. Vidwan : “Vidwan is a database which DIKSHA : The Ministry of HRD has launched the
provides information about experts to peers, National Digital Infrastructure for Teachers
st
prospective collaborators, funding agencies, (DIKSHA) portal to equip teachers from 1 class to
th
policy makers and research scholars in the 12 class. This portal contains online learning
country”. Link- https://vidwan.inflibnet.ac.in/ content including video lessons, worksheets,
textbooks and assessments, for students,
Emerging approaches of Government of India for teachers, and parents. It is a unique app that is
online learning :- The emerging approaches of available to use offline. To access the learning
India shared by World Bank are as listed below : material, it requires SCAN the QR code available
in the book in order. DIKSHA portal is available in
SHAGUN Online Junction : Union HRD Minister multiple languages for students. Under the
Shri Ramesh Pokhriyal ‘Nishank’ launches guidance of its CBSE and NCERT, the content has
Integrated Online junction for School Education been created by more than 250 teachers.
‘Shagun’ which is one of world’s largest systems Download DIKSHA app from Google Play and iOS
to improve school education. Shri Pokhriyal said Store or visit Website: diksha.gov.in
that “the word Shagun is coined from two
different words i.e. 'Shala', meaning Schools and e-Pathshala : e-Pathshala is an online learning
'Gunvatta' meaning Quality”. The primary aim of app by NCERT for classes 1 to 12 in multiple
the SHAGUN initiative is to enrich both teachers languages. The app houses books, videos, audio,
and students. The portal is connected with etc. aimed at students, educators and parents. E-
approximately 92 lakh teachers and 26 crore Pathshala is available in several languages
students. There are three e-learning platforms including Hindi, Urdu, and English. Through this
under the purview of SHAGUN.URL: st th
web-portal, students from class 1 to 12 will be
htpp://shagun.govt.in/). able to access more than 1886 audios, 2000
videos, 696 e-books (e-Pubs) and 504 Flip Books.
To access the study resources, visit e-Pathshala
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2021
through -epathshala.gov.in. will help teachers to monitor their student’s

participation. Teachers can give constructive
Virtual Labs : This is another key initiative of feedback and finally help the participants to
MHRD and GoI under the mentorship of NMEICT. summarize the whole discussion with important
It is an association of 12 IITs to provide online learning points.
classes and study resources through Virtual labs
wherein more than 700 virtual experiments are Collaborative work : Teachers can use ‘Google
designed. Docs’ for engaging their students in collaborative
writing. Through this method students can do
Way to make online class lively and interactive :- their online group projects. Teachers can post an
Online platforms are a very new approach for article and ask their students to compile and post
most Indian students as well as teachers. Before the key points.
the lockdown, very few teachers were familiar
with this virtual platform. Therefore, this is a big Evaluation : Instead of conducting one single
challenge for teachers to make virtual exam for evaluation, better to administer online
environments most effectively. These are some multiple-choice questions (MCQ) and other
ways, which may make a virtual environment objective type tests, quizzes, on a daily basis.
lively as face to face learning.
Conclusion :- Online Learning is the best method
Motivation : Before starting online class, teachers of learning at this time of Covid-19 lockdown. For
can take an online short quiz on concepts smooth functioning of the Online Learning
discussed during the previous lecture. It also government should take immediately required
motivates them to attain a coming lecture. steps to train all stakeholders on online learning
platforms to tackle such crisis of lockdown during
Online lecture : Teacher can deliver his or her any pandemics. High speed internet connectivity
video lecture with PowerPoint through using is required to improve smooth access. This online
software tools like Google Meet, Hangouts Meet, learning is not affordable for all of the society. So
Skype, zoom, YouTube live etc. He or she also can necessary steps should be taken by the
post a pre-recorded video on ‘YouTube’, Google Government to minimise this gap between
classroom, WhatsApp etc. Before delivering a privileged and unprivileged learners. Government
lecture, the instructor should post study material and educational institutions should adopt the
and ask students for self-study. After viewing the policy to provide free internet and free digital
educational video, ask students to give their gadgets to all learners in order to encourage
comments with regard to their understanding online learning. Above all, success of online
about the topic and post their queries in the learning depends on a positive attitude towards
online platform for doubt clearance. technology. Both teacher and learners must have
a positive attitude towards online learning for
Assignment : Teachers can assign topics for instructional purposes.
assignmentto students and can ask them to
submit before a deadline and students can submit References :-
written assignments using email or another e-
platform.  Aggarwal, D. (2009, February). Role of E-
Learning in a developing country like India. In
Discussion : Using web conferencing applications 3rd National Conference, Computing for
teachers can initiate online discussion on a Nation Development, February (pp. 26-27).
chosen topic. This discussion only can be  AR.Saravanakumar.(2014). Present Scenario
successful when class size is small. So, divide the and Future Prospects of Higher Education in
whole batch into a possible number of small sub- India, Proceeding of the Social Sciences
groups with a limited number of students that
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Research ICSSR 2014 (e-ISBN 978-967-11768- The Impact of Covid-19 Online Teaching
7-0). Kota Kinabalu, Sabah, Malaysia. Sources for Indian Students. Purakala with
Organized byhttp://WorldConferences.net ISSN 0971-2143 is an UGC CARE Journal,
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Georgia. Pedagogical Research, 5(4), Learners on Higher Education in India.
em0060.https://doi.org/10.29333/pr/7937  Wunong Zhang , Yuxin Wang , Lili Yang and
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2017;39(12):1292. digital-learning-platforms
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Emerging Technologies in Education : Helper to Partner

Dr. Nita Mitra
Associate Professor, Siliguri B.Ed. College, P.O. Kadamtala, Dist. Darjeeling, West Bengal, India
Introduction :- At present, the majority of the Audiovisual Technology :- The practices of using
students and teachers around the world are using various kinds of AV media in classroom-based
Technology in Education. Of course, Education instruction can be witnessed at different stages of
has its technology, which is known as Pedagogy. education. For instance, a lecture can be made
Popularly this is termed as Technology of more effective if supported by suitable AV aids
Education. And Educational Technology (ET) as a during the presentation. Similarly, a
broad term includes both Technology in demonstration can be much more effective if
Education and Technology of Education. The role supported by appropriate media. Appropriate
of technology in Education is ever-growing in an steps are to be taken for choosing suitable
ever-changing manner. Technology is evolving, methods and media for the attainment of
educational practices are evolving and the objectives, their availability, appropriate
relation between the two is also evolving. coordination between the teacher and the
learner.
In this, it has been tried to show that at the
initial stages of inclusion of technology in AV aids can again be divided into two
education the role of technology was like a categories: projected and non projected teaching
helper. Technology had no role in the decision- Examples of non-projected aids are chalkboard,
making process relating to pedagogy. However, in marker board, flannel board, chart, poster, flip
the recent past, it was being felt that technology charts, models, handouts etc. Examples of
should get a position of partnership in the projected aids are film strips, slides, films,
decision-making process. The recent pandemic Videocassettes, OHP; LCD projector etc. This type
situation due to COVID-19 is compelling all to of intervention of technology has been developed
th
think over this partnership seriously. Also, even if in the first half of the 20 century.
the pandemic crisis is over one day, the situation
will be a new normal situation where the position Computer technology :- With the advent of the
of partnership is going to be occupied with the computer, most of the projected teaching and
same importance or more in comparison with the learning aids have become easily accessible in a
contemporary one. flexible manner from a single set of equipment.
With the help of computers, a teacher can
Inclusion of Technologies in Education :- Major prepare notes and take prints through compatible
technologies that have come into the domain of printers for use as handouts, can prepare slides
education can be divided into three broad and project those with the help of compatible
categories which have evolved one after another. projectors. With help of the innovation of the
Two things should be kept in mind. First, the time INTERNET all get connected immediately.
of the evolution of an individual category is not Teachers can send documents to students
well demarcated. Second, with the advent of the without any delay. Similar numerous other
next generation of technology, the previous one activities come within the scope of a teacher with
has not been erased, rather that has been the help of computers.
merged with the next one. Three broad
categories are Audiovisual technology (AV), Telecommunication Technology :- With this
Computer technology and Telecommunication technology, the teacher and learning materials
technology. become accessible from different corners of the
country without physical movement. This
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becomes of more use for those who are staying at (during1953s) and others. In general, this phase
remote places wherefrom physical movements can be associated with the theory of
are difficult. Behaviourism.
In this context, it may be interesting to note The third pedagogical approach may be
the Convergence of technology in the context of identified as the “Psycho-social approach”. After
the above three types of technologies. As the phenomenal success of Behaviourism other
expected, people feel comfortable if the number schools pointed out that the behaviour of a
of gadgets come down and ideally that comes learner is not always modified by external stimuli.
down to a single one. As noted earlier, Rather, in most situations, the learner constructs
technologies are being converged with the use of his way of looking at the environment based on
computers and telecommunication technology. his interaction with the environment. Piaget and
Finally, it is appearing that almost every facility is Bruner (Schunk, 2008) initiated this approach.
going to be available through a smartphone. Those approaches towards learning are popularly
(Wikipedia, 2021). known as psychological cognition and
constructivism. Another school of constructivism
Pedagogical approaches towards technology :- has been developed following the thought of
One can identify three basic pedagogical Vygotsky (Schunk, 2008) which emphasizes the
approaches towards the emerging technologies in role of the social environment. In the
education. constructivist basis of teaching-learning, one can
feel the need for the use of computers for helping
The first pedagogical approach is known learners to interact with the physical or social
as the “Audio-visual approach” which was environment. The modern developments of
dominant during the age of the emergence of cognitive science try to develop learning models
‘Audio-visual technology’ as noted in the previous based upon the theories on working memory and
section. An essence of that pedagogical approach long term memory. Naturally, this approach is
can be obtained from the “Cone of Experience” as facilitated with the availability of computers that
advocated by Edgar Dale in the 1960s (Lee & work upon similar principles (deJong, 2010).
Reeves 2007).
The need for new pedagogical
The second pedagogical approach is approaches was being felt over the last few years.
dominated by the “Cybernetics and Systems In this pandemic situation. it has become
approach”. In the cybernetic approach, the unavoidable.
learner is offered immediate feedback regarding
whether the learner is right or wrong. In all the above cases an assumption is
Educationists tried to use technology to give this inherent; in principle, it is possible to execute
feedback in addition to concrete experience. educational practices without the help of
Possibly, the teaching machine developed by technology. However, with technology, the
Pressey (during 1926s) was the first use of process becomes easier and more effective. But,
technology in this direction. Later on, Skinner now we are in a situation when it is not possible
(during1953s) extended this use of feedback from to execute any kind of educational practice
technology to a more systematic dimension. This without the help of online technology. The
can be associated with the systems approach. In pandemic situation has forced the closure of the
this approach, one uses the feedback available for face-to-face teaching- learning system. People
necessary corrections so that one can arrive at were using Gmail from a few years back. Most of
the desired goal. One can remember the strategy the teachers including were unaware of the
of programmed learning based upon the theory provision G-Meet. In this situation, webinars
of operant conditioning due to Skinner started to be organized on this platform or similar
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platforms like ZOOM, Webex etc. relating to technological knowledge (TK).
All the educational institutions are now For example, let a teacher of geography
depending upon these platforms, even is going to teach the students of IX grade. He
WhatsApp. It may be noted that despite its wants to teach the topic on Lithosphere.
limited ability WhatsApp, YouTube, Facebook
allow the asynchronous mode of communication. The basic objectives of teaching taken by
Asynchronous communication means the learner the teacher are
can go through the learning material at a 1) to define rocks,
different time at his convenience. On the other 2) to describe the classification of rocks, and
hand, the platforms like G Meet, Zoom etc allow 3) to help the students to identify different kinds
synchronous communication where the speaker of rocks and their characteristics.
and the participants can participate in immediate
interactions and can have the feeling of being Let us see how the TPACK framework
socially together. can be of use. The teacher’s first step should be
to understand his basic types of knowledge in the
Here one may note that in the contemporary context of this lesson.
world we have the challenge of implementing
educational objectives of Education for all and  Content Knowledge (CK) —. For this lesson,
Inclusive Education with the available the teacher should require an in-depth
technological innovations. This challenge has understanding of rocks and their types,
been multiplied by the happening of COVID origin, impact etc.
pandemic. To face the situation, one appropriate  Pedagogical Knowledge (PK) —To make
approach is the Technological and Pedagogical student’s learning more flexible a teacher
Content Knowledge first advocated by Mishra and should know relevant strategies like
Koehler (2006), Inductive & Demonstration; Deductive &
Inquiry- based method, Interactive and
Technological and Pedagogical Content Discussion method etc.
Knowledge (TPACK) :- The basic types of  Technological Knowledge (TK) —For this
knowledge in this model are Content (CK), lesson, finding images from the internet,
Pedagogy (PK), and Technology (TK). From the creating PowerPoint presentation taking the
overlapping of these basic types of knowledge, help of photographed picture, scanned
one can get three other types of knowledge: pictures or downloaded Google images may
Pedagogical Content Knowledge (PCK), be important.
Technological Content Knowledge (TCK), and
Technological Pedagogical Knowledge (TPK). The Once the teacher is confident with the three
overlapping of these three newly formed types of basic knowledge he can go for the next
knowledge finally generates Technological step. He can decide upon the structures of the
Pedagogical Content Knowledge (TPACK). The overlapping areas of these three types of
basic philosophy of their approach is to give TK knowledge.
equal importance as compared to PK or CK at the  Pedagogical Content Knowledge (PCK): This is
time of preparing the teaching-learning design for the basic model proposed by Shulman
particular content. This approach has been (1986). The teacher makes a list of all
developed as an extension of Shulman’s (1986) possible pedagogical approaches that are
PCK model where PK and CK play the role of the compatible with content matter. Here the
deciding factors. In the TPACK model, TK is role of technology remains to be that of a
included in that body. Here one can notice a helper.
paradigm shift from helping to partnership  Technological Content Knowledge (TCK): This
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involves looking at the content matter and In the end, the teacher places all the three
visualizing all possible technologies with the types of knowledge ( PCK, TCK, TPK) on the same
help of which the content matter can be platform having equal importance. The
understood or assimilated satisfactorily. intersection of all the options gives the final
 Technological Pedagogical Knowledge (TPK): strategy as given below. For example, the teacher
Here the teacher takes into account different may arrive at an observation given in a tabular
technologies that are compatible with the form below where the CK, PK and TK are
different pedagogical approaches. compatible with one another. The teacher can
Technology can be used to design proceed with any one of the options available
interactions that may engage students and from the table.
teachers in effective collaboration.
Content Method/ Technology

Pedagogy
Concept of Rock Demonstration PPT slides prepared from the photographed picture,
Inductive scanned pictures or downloaded Google images; Laptop,
projector
available technological innovations. Even, it may
Conclusion :- In the continuing pandemic be required to make innovation of new pedagogy
situation, schools are remaining closed for the which will be compatible with the accessible
security of young ones. The online mode has been technology. One such innovation is Blended
the only way out. All were unaware of the online learning. It was prevailing before the pandemic as
innovations. Now education seems to be well. However, now we feel its relevance at a
dependent upon this online mode. However, higher level. Blended learning takes place in an
there are limitations to this online-mode. environment where both the online mode and
face-to-face mode exist. With the acceptance of
 The online mode is increasing the division blended learning as a major approach for
between ‘have ‘and ‘have not’. This is coming combating the existing crisis, open and distance
for various reasons starting from financial learning is going to get a more important place in
crisis to geographical remoteness. the research and development of the education
 The online mode is failing to give experiences sector. Even blended learning is not being able to
of laboratory activities and field- based help the school children. Schools are remaining
activities. closed. The only feasible conclusion may be that
 Interaction among the teacher, students and TK must be included in the decision-making table
peers get disturbed in online mode. of PCK offering it a seat of a partner. It may be
 The level of understanding of the students required to develop appropriate pedagogy
from their facial expressions cannot be compatible with the available innovations in
obtained through online mode. technology for overcoming the present crisis and
 In general, the human relationship that can make the future better for all.
be formed between the teacher and the
student is difficult to get in online mode. References :-
However, one cannot come back from these  Blazer,C. (2008). Literature review
technological innovations. Rather, for overcoming Educational Technology. Research Services.
the challenges of the downsides of online mode Office of Assessment, Research, and Data
one has to give importance to the approach of Analysis. Miami-Dade County Public Schools,
TPACK. One has to rethink how the existing Florida.
pedagogies can be made compatible with the  Schunk, D.H. (2008). Learning Theories-An
33
2021
th
Educational Perspective. 5 Ed. Pearson
Education,Inc.
 deJong, T. (2010). “Cognitive Load Theory,
Educational Research, and Instructional
Design: Some Food for Thought”.
Instructional Science: An International
Journal of the Learning Sciences: 38.

st
Lazarov,L.(2018). Education in the 21
Century-Pedagogical Approaches in Digital
Environment. ‘E-Teacher’ Information
system. Eastern Academic Journal. Issue
2,pp13-25, July 2018.
 Lee, S. J., & Reeves, T. C. (2007). Edgar Dale:
A significant contributor to the field of
educational technology. Educational
Technology, 47(6), 56.
 Mishra, P., & Koehler, M. J. (2006).
Technological pedagogical content
knowledge: A framework for integrating
technology in teachers’ knowledge. Teachers
College Record, 108 (6), 1017–1054
 NCERT.(2006).National Focus Group on
Educational Technology. National Council of
Educational Research and Training. New
Delhi.
 Okojie,M.C.P.Oand Boulder,T.(2006).The
Pedagogy of Technology Integration. The
Journal of TechnologyStudies.
www.researchgate.net/publication/2373358
05
 Shulman,L.S. (1986). Those who understand:
Knowledge growth in teaching. Educational
Researcher. 15(2),4-31.
 Wikipedia.(2021).Technological
Convergence.
https://en.wikipedia.org/wiki/Technological_
covergence. Retrieved on June, 28, 2021.
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2021
A study of Effectiveness of Constructivist Approach for Enhancing Academic

Achievement in Chemistry among 11th Std Students
Mr. Ramshankar Varma
Shri S K Somaiya Junior College of Arts, Science and Commerce, Mumbai
Abstract :- The action research was conducted to The Basic Ideas of Constructivist Learning
examine the effect of the constructivist approach Theory:- Learning is the process that individuals
th
on the comfort and confidence of class 11 construct their cognitive structures.
students in subject of Chemistry. The intervention “Construction” is a kind of initiative, conscious,
was conducted in a government aided urban and self-organized recognition way. It is the
Junior college during the month of January to “interaction” between the subject and the object.
April 2021 . The participants of the study were The learning process is the construction of
th
11 std. science students 2 groups was made knowledge. Learning is an initiative construction
experimental and control group. Data was and the generation of meanings. This process is
collected using the pre and post test . The data completed by the interaction of learners’ old and
collected indicated that there was significant new knowledge.
improvement in grades by application of the
constructivist approach of teaching. The action In other words, pure external stimulation
plan suggests that this methodology of teaching is meaningless. Only when 24 learners’ code,
could have a further reach if it were conducted process, and construct their unique
for a longer period of time across a wider age understandings based on their previous
range and in multiple schools. experiences, can it be real learning. Students
enter classrooms with their rich previous
Keywords :- Chemistry, Constructivism, Academic experiences. They hold their opinions toward
achievement. daily life and even universal issues.
Introduction :- Constructivism is a learning Even though they do not know some

theory found in psychology which explains how issues and have no experiences, they may form
people might acquire knowledge and learn. It special explanations and assumptions based on
therefore has direct application to education. The previous experiences and cognitive abilities as
theory suggests that humans construct some issues appear.
knowledge and meaning from their experiences.
In other words, teachers should be the
About Constructivism :- Constructivism is designer of teaching environment, the guider for
basically a theory - based on observation and students’ learning, and the academic consultant
scientific study - about how people learn. It says for students.
that people construct their own understanding
and knowledge of the world, through It discards the traditional teaching mode
experiencing things and reflecting on those that takes teachers as the centre, which merely
experiences. When we encounter something focuses on conveying knowledge, regarding
new, we have to reconcile it with our previous students as the object for receiving knowledge.
ideas and experience, maybe changing what we The new teaching mode takes students as the
believe, or maybe discarding the new information centre, under the guidance of teachers.
as irrelevant. In any case, we are active creators
of our own knowledge. Teachers organize and guide the whole
teaching process.
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Importance of Constructivism :- Educational online graduate sociology course. The

curricula and teaching methods are changing. participants involved in study were between the
One component of the current redevelopment of ages of 25 – 47 living in geographically dispersed
all subject area curricula is the change in focus of regions in the U.S. None of the respondents were
instruction from the transmission curriculum to a fulltime students and they represented a variety
transactional curriculum. In a traditional of professions. Based on a review of the time
curriculum, a teacher transmits information to periods when items were posted to the threaded
students who passively listen and acquire facts. In discussion groups, the majority of students in the
a transactional curriculum, students are actively study logged onto the system during non-working
involved in their learning to reach new hours. The findings of the study were: The study
understandings. was primarily undertaken to test the design and
development of the CLE scorecard. The advantage
Characteristics :- One of the primary goals of of using an identifier rather than a score is that
using constructivist teaching is that students learn the identifier maintains the information from
how to learn by giving them the training to take each individual component in the scorecard.
initiative for their own learning experiences.
Fardanesh H., (2006) had studied A
According to Audrey Gary, the characteristics Classification of Constructivist Instructional
of a constructivist classroom are as follows :- Design Models based on Learning and Teaching
• the learners are actively involved Approaches.
• the environment is democratic
• the activities are interactive and student- The objective of the study was to Classify
centred the Constructivist Instructional Design Models
• the teacher facilitates a process of learning in based on Learning and Teaching Approaches. The
which students are encouraged to be sample comprised of 10 models from the
responsible and autonomous population of 25 constructivist instructional
design models that were identified as a result of
The following is a list of some of the benefits of a conducting a comprehensive search in resources
constructivist approach, and data bases. The sample selection method
1. Develops thinking skills. used is Reputational-Case selection (LeCompte,
2. Develops communication and social skills. et.al., 1993; 76-77), in which reputational
3. Encourages alternative methods of constructivist models are selected based on
assessment. questioning from several experts in the field of
4. Helps students transfer skills to the real instructional design; and as a result the following
world. ten models were selected :-
Literature Study : 1. Participatory Design

2. Anchored Cognitive
Helland B. (2004) had studied the 3. Cognitive Apprenticeship
constructivist learning environment scorecard: a 4. Generative Learning
tool to characterize online learning. The 5. Computer Supported Intentional Learning
objectives of the study was to propose an Environments (CSILE)
analytical tool, the constructivist learning 6. Discovery Learning
environment (CLE) scorecard, and explore its 7. Interpretation Construction (ICON) Design
usefulness in to characterize online training. The 8. Mind Tools
sample comprise of the sixteen people who 9. Problem-Based Learning (PBL)
signed up for the class in Midwestern University. 10. Project Method.
Researcher applied it to a qualitative study of an
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2021
Findings show that none of the models has 38(male 22, female 16).
both dual-purpose teaching/learning approaches,
and in teaching and learning approaches, most of The learning task was mathematics of sixth
the models fall in the "individual" category, and grade level (counting, areas of circle and fans,
only few models fall in the "group" category with area and volumes of trunks, ratio graphics and
regard to teaching and learning approaches. The proportions) for sixth graders. The treatment
findings of the study showed that There are very period was 40 hours over 9 weeks. The
few design models with sociocultural approach, constructivist teaching approach based on
compared to models with social approach (the Yeager(1991) undertook the following steps:
group column under learning approach compared
to individual column). 1) inviting ideas;
2) exploring;
Kim J. S, (2006) had studied The Effects of a 3) proposing;
Constructivist Teaching Approach on Student 4) explanation and solution;
Academic Achievement, Self-concept, and 5) taking action.
Learning Strategies.
Traditional teaching approach undertook the
The objectives of the study was to study the following steps :
effects of a constructivist approach on academic 1) introduction;
achievement, self-concept and learning 2) development;
strategies, and student preference. The sample 3) review.
comprised of 76 six grade students. The students
were divided into two groups. The experimental The instruments to validate the effectiveness
group was taught using the constructivist were :
approach while the control group was taught
a) academic achievement test made by
using the traditional approach.
classroom teacher;
A total of 40 hours over nine weeks was b) self-concept inventory which includes 15
used to implement the experiment. The items of general self-concept, 20 items of
instruments used were as follows; mathematics academic self-concept, and 20 items of non-
tests administered by the teacher, self-concept academic self-concept.
inventory, learning strategies inventory, and a
Karaduman H. and Gultekin M., (2007)
classroom environment survey.
had studied the effect of constructivist learning
The results are :- principles based Learning materials to students’
attitudes, success and Retention in social studies.
1) constructivist teaching is more effective than The objectives of the study were: (1) to figure out
traditional teaching in terms of academic 39 the effectiveness of teaching materials, which
achievement; were based on the principles of constructivist
2) constructivist teaching is not effective in learning, with regard to the learners’ attitudes
relation to self-concept and learning strategy, toward the social science courses, learner
but had some effect upon motivation, achievement and retention levels of the learners.
anxiety towards learning and self-monitoring; Concerning the above objective, following
3) a constructivist environment was preferred research questions are posed;
to a traditional classroom.
1. Is there any significant difference between
Methods 76 elementary six graders were the learner attitudes of the learners in the
divided into two groups: the experimental group, experimental group, which used teaching
38(male 21, female 17), and the control group, materials that designed regarding the
37
2021
principles of constructivist learning, and (2) Teachers can be provided with occupational
control group, which used traditional training on preparing material in 42
teaching materials in their social science accordance to constructionist theory.
courses ? (3) Other Social Studies units can be prepared as
2. Is there any significant difference between activity booklets according to constructionist
the academic achievements of the learners in learning principles.
the experimental group, which used teaching
materials that designed regarding the Mccray K., (2007) had studied
principles of Constructivist learning, and Constructivist Approach: Improving Social Studies
control group, which used traditional 41 Skills Academic Achievement. The objectives of
teaching materials in their social science this qualitative study was examine the
courses? relationship to constructivism as it relates to
3. Is there any significant difference between improving social studies skills and to determine
the retention levels of the learners in the whether constructivism is the best approach to
experimental group, which used teaching take in improving social studies skills. The sample
materials that designed regarding the comprised of 25 teachers located in the urban
principles of constructivist learning, and and suburban area of South-eastern, Michigan.
control group, which used traditional The phenomenon that the researchers had
teaching materials in their social science studied was the degree of similarity between the
courses? theories-in-action of several social studies
4. What are the viewpoints of the learners in teachers at urban and suburban area school, and
the experimental group on the utilization of its effect of any variation on constructivism. This
the teaching materials that designed with report describes a program designed to enhance
regard to the constructivist learning social studies skills and knowledge. The target
principles? areas for enhancement are geography,
economics, history, and core democratic values.
The present study is designed as a The need for strengthening these skills was
control-grouped (Karaka 1998) experimental documented by literature, and surveys. An
research model with pre-test and post-test in analysis of probable cause for lack of social
order to examine the role of teaching materials, studies skills revelled that Constructivist
which were based on the principles of technique may improve students’ academic
constructivist learning, on the learners’ attitudes performance and achievement. Social and
toward courses, learner achievement and their Cognitive Constructivist learning methods were
retention levels. Two groups were objectively the main focus of the interventions chosen to
identified as experimental and control groups, help students to achieve higher academic
and the learners in both groups were examined achievement Post-intervention data upheld the
through pre and post-tests. Additionally, a premise to what extent that these strategies
questionnaire, which inquires the perspectives of would serve to raise the students skills and
the learners on the use of teaching materials that understandings in the area of social studies and
are based on constructivist learning principles, is community. A qualitative research and action
used in order figure out the learner preferences. research design had used in a survey sampling 25
In light of the results and findings of the study the teachers between the ages of 25 and 50 years old
following suggestions are brought forth : throughout the Southeast Michigan, including
urban and suburban schools.
(1) The teaching material prepared for this
research in accordance to constructionist Kang I., et al., (2007) had studied
theory can be used by teachers in Social Constructivist Research in Educational
Studies courses and taken as example. Technology: A Retrospective View and Future
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Prospects. The objectives of the study was to Science lesson teachers’ being able to apply the
present issues and trends related to constructivist approach in their classes according
constructivism in educational technology to their years in duty? And 2. Is there any
manifested over the last decade and to identify difference between the success levels and
and plot trends for the next decade. The sample knowledge permanence of the control group
comprised of 385 articles which were analyzed using traditional method and the test group using
including 100 articles from Korean journals and constructivist approach, in which the subject of
285 articles from international journals. For the Cell is taught? The sample comprised of 52
purposes of this study, a literature review on students. The study, has been carried in 23
constructivist research is employed as the schools in Mersin City Center with 53 Science
research method, while the process consists of Teacher and two branches of Davultepe Atatürk
the following four stages: 1) Problem formulation, Primary School where is Mersin City Davultepe
2) Literature search, 3) Data evaluation, and 4) district, where 52 students are used as 24 of them
Analysis and interpretation (Cooper, 1998). in control group and 28 of them in experimental
Problem formulation. The research problems of group. determine how the teachers are applying
this study are formed as follows: 1) to examine the structuralist approach in their classes by
the characteristics of the constructivist approach classifying the teachers according to graduated
in the Korean educational technology field over faculty, department and their years in the duty.
the last decade, which is then compared with Besides understanding the difference of the
those in other countries; 2) to investigate the effects of structuralism approach and traditional
future of constructivist approaches over the next education method on student success and
decade. Literature search. In order to enhance knowledge sustainability For the study the
the validity of data analysis and classification, the teachers are given liker type surveys and primary
authors of this study follow the steps of (1) school 6th class students are used as final test
categorizing keywords or key concepts of and the repeat of the last test as data collecting
constructivism from the journals mentioned tools The poll has been applied to teachers and
above, (2) calculating and comparing the the final test and same test after 15 days has
coefficient factor among the authors, which is been applied to the test students. While analysing
.93, (3) negotiating their individual views on the the final test data to measure the success and
classification, (4) modifying and developing the sustainability of the students t test is used. The
criterion on classification, and finally, categorizing Methods Used in the Study The poll and
the literature according to the criterion on application method is used in this study. The poll
classification. Analysis and interpretation. Data is an observation by preparing a question list
analysis in this study was mainly content analysis which the information obtained people will
based upon the criterion of classification. directly read and answer (Seyidoğlu,2000). The
constructivism’ which promotes the expansion of application method, as it can be understood from
constructivism in the form of the ‘learning the name, is the studies of trying and controlling
sciences’. of two or more parameters. (Cebeci, 1997). The
poll has been applied in 23 primary school for 53
Doğru M. and Kalender S., (2007) had teachers for 1 months of period. The application
studied Applying the Subject “Cell” through is in Davultepe Primary school 47 students in
Constructivist Approach during Science Lessons Mersin City Davultepe District. The experiment
and the Teacher’s View The objectives of the group of 28 children is 6/A and 24 children is from
study was to applying the subject of Cell in the 6/B class Data Collecting and Tools The poll is
Primary School Science lessons according to the prepared by researcher as a data collecting tool.
constructivist approach and obtaining teachers’ After the poll is applied and collected, SPSS
point of views. Two questions were considered 1. program is used for data analyse and the analyse
Is there any difference in the Primary School of each material has been evaluated when they
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are active during the application. texts was discussed. An alternative text on the
topic of acids and bases was created by
Köseoğlu F. and Taşdelen U (2008) had Integrating the methods and models discussed in
studied Learner-friendly textbooks: chemistry this paper. The alternative text and a sample of a
texts based on a constructivist view of learning. traditional Text taken from a textbook, which is
The objectives of the study were to investigate still used in Turkish high schools, were given to
the effect of the use of an alternative science text two groups, totalling Pre-service teachers—the
created through the integration of some methods alternative text was given to an experimental
based on a constructivist view of learning in a group and the traditional text to a Control
quasi-experimental setting and to get some group—in an experimental setting and their
feedback from chemistry teacher candidates understandings of acids and bases were
about the use of this text as a textbook in class. compared. In Addition, in the second step of the
Accordingly the research questions were: (1) Is study, the pre-service teachers read both texts
there a difference between the alternative text and indicated their preferences In terms of
and the traditional text in terms of preserve interest, understand ability and helpfulness. The
teachers’ understanding of acids and basis? (2) experimental group consisted of 20 students (9
What are the preferences (whether the Chemistry Teaching major students and 11 non-
alternative text or the traditional text) of the pre- thesis master degree students) and the control
service teachers regarding the text and their group consisted of 22 students (12 Chemistry
reasons for that preference? The sample Teaching major students and 10 non-thesis
comprised of 80 chemistry teacher candidates at master degree students). All of the students were
Ghazi University in Ankara. Researcher selected taking the course of “Analysis of Science and
teacher candidates because they were both Chemistry Textbooks” and the text activity of the
students and teachers. There were two groups of study was applied as a part of the course. This
chemistry teacher candidates in the university. text format is a challenge to traditional formats
The first group consisted of 40 students enrolled and may not be the perfect one but with its
in the Secondary Science and Mathematics narrative feature and different structure, it
Education Department and the other group contains promise in being able to replace
consisted of 40 students enrolled in a non-thesis traditional textbook formats. For further
master degree in chemistry education. Students’ improvement in creating better texts, these
understanding was measured with the Acids- suggestions are worth considering :
Bases Achievement Test. This test was developed
by the researchers. It had a total of 9 items; 5 1. The number of studies into alternative text
essays and 4 short answer items. There were 5 formats is already very limited. More studies
items measuring knowledge and retention and 4 are needed. The feedback obtained from
items measuring 50 comprehension and teachers in this study is encouraging for the
inference. Each item was scored out of ten points. conducting of further studies.
A scoring rubric was designed and two 2. This study is limited to a certain number of
independent ratters scored the test. Interpreter pre-service teachers. More teacher opinions
reliability was calculated for retention and could give more valuable feedback.
inference items separately. Interpreter 3. The format of the text can be improved. For
reliabilities were found; for pre-testrxy = .94 and example, more interesting stories can be
rxy = .98 for retention and inference items, created or better analogies can be found.
respectively, and for post-testrxy = .87 and rxy = Moreover, other strategies such as concept
.98 for retention and inference items, maps, POE (predict observe- explain) and 5E
respectively. In this study, the use of inquiry can be integrated into the text body to
methods, learning cycles, a conceptual change obtain better texts.
model and analogy in creating Alternative science 4. The effects of the text as supporting material
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in constructivist classes need to be 4. There is significant difference in the mean

investigated. This text could be good material scores of achievement in Chemistry between
for the teachers who oppose the use of control and experimental group in the post
traditional texts in their classes. test.
5. The most important barrier that alternative
texts 51 encounter can be students’ habits of Discussion of Study :- The samples in the control
learning; they are used to direct reception of and experimental group do not differ in their
knowledge from textbooks. It may take time mean scores of achievement in Chemistry in the
for students to benefit more fully from pre- test. It shows that the samples are
alternative texts. equivalent in both control and experimental
6. The effect of the text should be investigated group. The samples of the control group were
at the primary school level (with primary taught in the chalk and talk method the mean
school students) and compared with the scores in the post test increased in a reasonable
results here. Gazette, Williams, Steels, and manner when compare to pre- test. It is found
Wu (1997) state that the inclusion of that the mean scores of achievement in
narrative structures is unnecessary at the Chemistry of the samples in experimental group
secondary level and accordingly, as our text increased in a remarkable manner when compare
format has narrative features, there is a to pre- test. It is due to the application of
possibility that the higher the students’ level, constructivist approach in teaching Chemistry. In
the weaker the effect of the text. the post test analysis between control and
7. This alternative text was a model text for the experimental group the samples in the
recent primary education curriculum reform experimental group have better achievements in
in Turkey. Many countries had similar Chemistry than the control group. It is obviously
curricular reforms and will need alternative proved that the effectiveness of constructivist
materials. This text format or an improved approach in teaching Chemistry. Hence, the
one could be a good alternative. constructive approach influences in the learning
of chemistry and enhanced the achievement in
Conclusion :- The data, after collection has to be Chemistry.
processed and analysed in accordance with the
outline laid down for the purpose at the time of Implications of Study :- The study helps the
developing the research plan. This chapter teachers to understand and implement the
represents analysis and interpretation of the constructive approach in teaching chemistry and
collected data, table formulation and its to help the students to have mastery level of
interpretation. learning. Teachers may get awareness of using
the different methods, approaches, strategies to
Findings - teach chemistry subject in an interesting manner.
1. There is no significant difference in the mean The teachers will realize the chalk and talk
scores of achievement in Chemistry between method will not bring the expected or fruitful
control and experimental group in the pre- result in the achievement of chemistry.
test.
2. There is significant difference in the mean Conclusion :- The study proved that the
scores of achievement in chemistry between constructive approach influences in the learning
pre- test and post scores of the samples in and achievement of chemistry among the
the control group standard IX students. When the students wanted
3. There is significant difference in the mean to have a mastery level of learning, the chalk and
scores of achievement in chemistry between talk method alone will not useful. There are other
pre- test and post of the samples in the approaches, strategies to be adopted by the
experimental group. teacher to enhance the learning and attainment
41
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especially in Chemistry. This can be done through Agricultural and Mechanical College, Baton
constructivist approach of teaching. Rouge, Louisians.
9. Agboola, O. S., & Oloyede, E. O. (2013). Effects
References :- of concept mapping and peer tutoring
instructional strategies on learning outcomes of
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equilibrium concepts, Research in science and 10. Aggarwal, A. (2012) Effectiveness of computer
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227, Nov-2003. concept of chemistry in relation to attitude
2. Calik, Muammer, Ayas, Alipasa, Coll, and towards science. (Unpublished Ph.D. thesis in
Richard.k, (2010). Investigating the Education), Panjab University, Chandigarh.
Effectiveness of teaching methods based on a 11. Alias, M. (2006). The effect of teacher
four step constructivist strategy, Journal of generated concept maps on learning of
science Education and secondary school Physics. Retrieved from
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Richard.k (2006). A constructivist based model GENERATED_ CONCEPT_ MAPS_ ON_
for the teaching of dissolution of gas in a liquid, LEARNING _OF_ SECONDARY_
Asia-pacific Forum on science learning and SCHOOL_PHYSICS
teaching, vol.7, no.1, Article.4, Jun- 2006. 12. Asan, A. (2007). Concept mapping in Science
4. Calik, Muammer,(2008). Facilitating students‟ class: A case study of fifth grade students.
conceptual understanding of boiling using a Educational Technology and Society, 10(1), 186-
four step constructivist teaching method, 195.
Research in science and Technological 13. Awofala, A.O.A. (2011). Effect of concept
Education,vol.26, no.1, p.59-74, Apr-2008. mapping strategy on students’ achievement in
5. Dhindsa, Harkirat.s, and Shahrizal-Emran(2011). Junior Secondary School Mathematics.
Using interactive whiteboard Technology-Rich International Journal of Mathematics Trends
constructivist learning Environment of minimize and Technology, 2(3), 11-16. Retrieved from
Gender difference in chemistry achievement, www.ijmttjournal.org/Volume-2/ issue-
International journal of Environmental and 3/IJMTT-V2I3P504.pdf
science education, vol.6, no.4, p.393-414, Oct- 14. Aydin, S., Aydemir, N., Boz, Y., Cetin-Dindar, A.,
2011. & Bektas, O. (2009). The contribution of
6. Jones, Loretta.L, and others (1997). Preparing constructivist instruction accompanied by
pre-service chemistry teachers for concept mapping in enhancing pre -service
constructivist classrooms through use of Chemistry teachers' conceptual understanding
authentic activities, Journal of chemical of Chemistry in the laboratory course. Journal
Education, vol.74, no.7, p.787-788, Jul-1997. of Science Education and Technology, 18(6),
7. Abdulkarim R. & Hassan, K.A. (2013). The effect 518-534. Retrieved from
of using concept mapping in teaching Physics eric.ed.gov/?id=EJ863601
on academic achievement of the first year 15. Bello, G. (1997). Gender influence on Biology
students in Oman. Scottish Journal of Arts, students’ concept mapping ability and
Social Sciences and Scientific Studies, 10(1), 3- achievement in evolution. Journal of science
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Biology. (Unpublished Master’s dissertation in
Natural Sciences), Louisiana State University an
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Emerging Technologies and Digital Divide in India

Dr. Poornima G.R., Assistant Professor
Department of Political Science, Government First Grade College, Rajajinagar, Bangalore, Karnataka
Dr. Suresh Kumar M. N., Assistant Professor
Department of Political Science, Government First Grade College & PG Center, Doddaballapur, Karnataka
Dr. Jayashankar R.
Assistant Professor, Department of Economics, Government Arts College, Bangalore
Abstract :- Covid-19 outbreak has affected learning process on and moving. Its a million
educational sector. The closure of campus has dollar question on how the wards respond once
shifted focus to virtual learning. E-Learning tools schools get back to normal after the pandemic
are in great demand now. Though accessibility is given the extent of junk knowledge they are
a major concern, the pandemic has forced it upon exposed on different social media networks.
all stakeholders. The pandemic has highlighted
the long neglect of digital learning, though Of course, the social media gadgets – the
available for a fairly long time, denying students smart phones, tabs, laptops and desktops have
new areas of learning and dissemination. It is emerged as the pandemic and post pandemic
calling for an update and in the post pandemic reality. Smart phones, for instance, were banned
scenario, classroom teaching and virtual learning in schools and colleges as a matter of policy are
may emerge hand in hand, part and parcel of most welcome at home as tech-tutors. The
academic journey. The covid experience could technology is building the bridge between the
well set a new trend for far reaching, innovative teacher and the taught. It’s exciting to think of a
and inventive approach to regularizing online pandemic situation without Zoom or Google
education with special focus on digital Meet, a warning to update, upgrade or perish.
infrastructure to rural and semi rural parts of the The rush of technology at the eleventh hour into
country. This pandemic could well change the homes, towns and villages has its own plus and
face of education making it exclusive, global and minus largely attributed to helplessness of the
collaborative in teaching-learning. governments to evolve a way out of the situation
hit by pandemic and schools shut down.
Keywords :- Covid-19, eLearning, virtual reality,
digital learning, smart phones, classroom Introduction :- The most effective tool in keeping
teaching, emerging technology. student retention and maintaining access to
learning during troubled times like corona
Emerging Technologies and Digital Divide in pandemic, has been the online courses. Pandemic
India :- ‘College life is golden life’ true to the has upgraded education sector to emergency
saying college or a place of learning will educate eLearning protocols marking a rapid transition
not only on curricular things but also expose a from face-to-face classes to online learning
student to many vistas of life – cooperation, system to educate and engage students. All
coordination, reaching out, friends, sharing, nations, mostly the developing nations, are
caring, achievement, accomplishment and many evenly placed in taking up such a herculean
more. The school and college campuses, centers challenge at such a short notice. Initial hiccups did
of student life and activity, have come to a happen in countries not familiar with online
grinding halt under the impact of covid- 19, coaching where as others looked familiar and
creating uncertainty across the globe in all sectors comfortable. But, in the long run, in a digital age,
of human life including. The governments, schools, colleges and universities learn to provide
inevitably, are coming up with their own access to continue studies online. The
innovation at a time of grave crisis to keep the technology-driven education has led to an
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unprecedented transformation from teacher- computing power is creating newer and

centric education towards student-centric better technologies.
education. The impact of online learning can’t be
estimated at this point in time and in near future. According to UNESCO, around 1.3 billion
learners across the world were not able to attend
It would be unwise to believe that online school or university as of March 23, 2020, and
education is not altogether a byproduct of covid current UNESCO statistics put this figure at over
crisis. MOOCS is in existence from over a decade 1.5 billion. Between February and April 2020, the
since 2008. But, the intensity and impact of class peak hours for the academic world, around 60
room and campus teaching distanced the need million students around the world were at home.
for online education. The urgency for online The International Association of Universities (IAU,
teaching and coaching is made inevitable by the 2020) survey also indicates that the Covid-19 has
pandemic in lockdown mode necessitating had an impact on international student mobility
education leaders to engage the young restless at 89% of Higher Education Institutions (HEIs).
minds bringing with it the technological The type of impact is diverse and varies from
innovation and advancements. Necessity is the institution to institution, but everywhere it has
mother of invention been negative. In India, more than 32 crore
students are affected.
Objectives of the Paper :-
Shifting focus from class room to online
 Highlight the impact of emerging teaching varies from nation to nation depending
technologies on online education upon the technical knowhow and the basic
 Critically understand the issues related to the information and technology infrastructure in
sudden shift to the online mode of teaching- place. Harvard University and Massachusetts
learning Institute of Technology (MIT) decided to move
 Explore issues of digital divide in India and its online completely from 23 March 2020 onwards.
consequences on teaching- learning in rural Higher education institutes in African and South
India Asian countries have to overcome many
challenges before shifting completely turn to
Methodology :- Data collection is based on digital mode of learning. The access to technical
descriptive research. Information is collected gadgets, technical infrastructure, and internet
from newspapers, reports, websites and journals connectivity were the major impediments in
related to the topic under study. Consultation of transformation for most of the Asian, African and
books and primary sources is hindered by Latin American countries and many continue to
pandemic situation. struggle for digital infrastructure highlighting the
‘digital apartheid’.
Emerging Technologies:- The term ‘emerging
technology’ may be defined as development th
India ranks 48 globally on the
of either a new technology or continuing Global Innovation Index and must capitalise
advancement of existing technologies which on the vast potential to improve its
may be widely available within the next few performance. Ad-hoc research initiatives
years. Artificial intelligence, Internet of would not suffice if India is to develop a
Things, wireless communication and vibrant research ecosystem. The emerging
distributed ledger, Virtual reality are a few technologies could immensely benefit only if
examples of such technologies. Exponential backed by quality education and sufficient
growth in the information technology research and development (R&D)
domain has marked the dawn of the infrastructure.
st
21 century.Continuing expansion in
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Digital divide in India :- The Ministry of Human The pandemic has exposed the hierarchy
Resource Development, Government of India between the rich and poor in the Indian
survey report on higher education states that education system. The digital divide has not only
there are 993 universities, 39931 Colleges and led to the exclusion of students from poor and
10725 Stand Alone Institutions which contribute marginalized backgrounds from digital learning
to education. This reflects the student density of but also pushed many underprivileged students
India as the total enrolments in higher education towards depression and death. For instance, In
every year are nearly 37.4 million. A shift to the Kerala, a 14 girl committed suicide as she was
virtual online world is to ensure that students unable to join online classes; 16-year-old boy
suffer no loss of studies and are academically (class 10 student) from a very poor family, took
engaged, though marginal deviations owing to his life because he did not have a smart phone to
th
social media influence is increasingly becoming attend online classes in Assam. A 10 standard
acceptable. Education by choice is beginning to student committed suicide in West Bengal
emerge. because she had not been able to attend online
classes and was afraid of failing her exams. These
Covid 19 has brought the increasing are all the stories that caught the national
“digital inequality” centre stage. More than 85 attention. There could be thousands of stories of
crore people of India have no access to internet pain, frustration, deprivation and inequality.
but are compelled to go online and e-learn. The
rural areas are still poorly connected hampering Digital education needs a balanced
online learning. Online classes are not all about coordination between course content,
e-lectures but also involve access to e-content, educationists, technology and course-takers and
online study material, practice sheets and others it can only be successfully implemented with the
which should reach all corners of the nation via availability of basic amenities like internet
digital platforms. Creating level playing field and connectivity, availability and affordability of
bridging the ‘urban- rural digital divide’ decides online systems, PCs, laptops, software, etc. It’s
the success rate of online teaching. true that YouTube live, Face book live, WebEx,
Zoom offered substantial support to students,
Key Indicators of Household Social precisely urban students in e -Learning but large
Consumption on Education in India report, based number of unconnected, rural and semi-rural
on the 2017-18 National Sample Survey, points to students could not utilize the same services. Poor
less than 15% of rural Indian households have or no connectivity, power cuts and network issues
internet (as opposed to 42% urban Indian posed a serious challenge to rural e-Learning
households). A mere 13% of people surveyed efforts. It strengthens the impression that online
(aged above five) in rural areas, just 8.5% of education is still an urban phenomenon.
women, could use internet. The poorest
households cannot afford a smart phone or a Online Education and India :- The sudden
computer. The social justice demands that when demand and need created for online courses
what is imparted should reach all stake holders in necessitated by the pandemic pushed the
equal proportion. But, in the midst of corona, government into initiate the students through
India recorded heart wrenching tales. A mother in online platforms to pursue education in the
Karnataka sold her Mangalsutra to buy a smart absence of a classroom teaching prospects in
phone for her children. This sums up the pain near future. Some of the key digital initiatives of
behind the socially deprived, poor and backward University Grants Commission (UGC) and Ministry
sections getting access to online learning. It at the of Education [formerly called Ministry of Human
same time highlights the need and importance of Resource Development (MHRD)] for higher
school education. education which became useful during COVID-19
are :-
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2021
 e-GyanKosh (http://egyankosh.ac.in/) is a books.

National Digital Repository to store and share  Shodhganga
the digital learning resources developed by (https://shodhganga.inflibnet.ac.in/) is a
the Open and Distance Learning institutions platform for research students to deposit
of India. their Ph.D. theses and make it available to
 Gyandarshan the entire scholarly community in open
(http://www.ignouonline.ac.in/gyandarshan) access.
is a web-based TV channel devoted to  SAKSHAT (https://sakshat.ac.in/) is one Stop
educational and developmental needs for Education Portal for addressing all the
Open and Distance Learner. education and learning related needs of
 Gyandhara students, scholars, teachers and lifelong
(http://ignouonline.ac.in/Gyandhara/), an learners.
internet audio counseling service offered by
IGNOU, where students can listen to the live Opportunities for India :- Scores of Indian
discussions by the teachers and experts on students increasingly choose to pursue higher
the topic of the day and interact with them education abroad. India is the second-largest
through telephone, email source of international students in the world.
(gyandhara@ignou.ac.in) and through chat Indian students contributed USD 7.6 billion to the
mode. US economy in the academic year 2019-20, even
 Swayam provides Massive Open Online though there was a 4.4 per cent drop in the total
Courses (MOOCs) with 140 universities number of Indian students. This usual flight is
approved credit transfer feature. Swayam likely to be affected in the next few years given
Prabha provides educational programs travel restrictions and health risks. So, crores of
through 32 DTH channels. rupees and resources spent in foreign education
 e-PG Pathshala (https://epgp.inflibnet.ac.in/) could potentially be retained in the country by
is for postgraduate students. Postgraduate investing in emerging technologies with a long
students can access this platform for e- term perspective and planning. Therefore, it is a
books, online courses and study materials. e- remarkable opportunity for India to enhance its
Adhyayan (e-Books) is a platform that capacities and offer quality education at par with
provides 700 plus e-Books for the Post- global standards. The cutting edge technology,
Graduate courses. All the e-Books are derived updation and up gradation distinguish domestic
from e-PG Pathshala courses. e-Pathya and foreign institutions. In India, it is an accepted
(Offline Access) is one the verticals of e-PG practice that emerging technologies and related
Pathshala which is software driven course is taken up by private institutions before
course/content package that facilitates PG they reach government institutions. The
level students in distance learning as well as governments need to focus on this gap and invest
campus learning mode. It also facilitates in bringing government run institutions to
offline access. compete with private institutions. Sharing of
 National Digital Library of India knowledge between institutions globally through
(NDLI)(https://ndl.iitkgp.ac.in/) is a joint-teaching, student–teacher dialogue and
repository of e-content on multiple virtual guest lecture would give students an
disciplines for students teachers and enriched global perspective in the testing times.
researchers. Disruptive changes are likely to bring new
 e-ShodhSindhu (https://ess.inflibnet.ac.in/) opportunities that will transform the higher
is a collection of e-journals, e-journal archives education system worldwide and especially in a
and e-books on long-term access basis. It has country like India which is planning to bring about
10,000 plus e-journals, 31, 35,000plus e- a planned reform through New Education Policy
(NEP) 2020.
46
2021
Conclusion :- The covid 19 has thrown a serious unbanked country until only a few years
challenge to every sphere of human activity and ago.
at the same time certain opportunities to
overcome the lacunae in the existing system. In References :-
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Factor: RJIF 5.34
www.alleducationjournal.com; Volume 5;
Issue 3; 2020
17. ‘Indian students pumped $7.6 billion to US
economy in 2019-20’, Business Today,
November 17, 2020
18. https://www.meity.gov.in/emerging-
technologies-division
19. https://www.pwc.in/consulting/technology/e
merging-technologies.html
20. https://www.orfonline.org/expert-
speak/indias-emerging-technology-
challenge/
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A Study on Emerging Technological Innovations in Education

Prof. Shilpa S. Charantimath
Lecturer in PG Department of Commerce, BVVS Basaveshwar Commerce College, Bagalkot
Prof. S.M. Khot
Lecturer in Department of Commerc, BVVS Basaveshwar Commerce College, Bagalkot
Abstract :- Technological innovations are having a and on-demand. Technology has also enabled
significant impact on educational systems at all teaching to occur in a variety of formats, both
levels. Online courses, teaching aids, educational formal and informal, including MOOCs, podcasts
software, social networking tools, and other and standard online degree programs. Regardless
emerging technologies are disrupting the of the specific learning method, opportunities to
traditional classroom environment. collaborate and hear from professionals and
Understanding the effects that technological thought leaders directly have greatly expanded
innovations have on students, teachers, and with access to technologies. Education
schools is critical to developing strategies and technology can help to eliminate current barriers
techniques to manage and use technology in of providing quality education to all across the
education. Technological innovations like online world. Education technology will provide a
classes, learning management systems, etc., are chance to widen the imagination of the students
now becoming a part and parcel of our education and help them grasp better. The education sector
system. Technological innovations in the field of and the entities such as students, teachers,
education, which were once thought of as management, parents, etc. will benefit a lot from
forward-thinking or nice-to-have, are now needed the latest and upcoming trends in education
to continue teaching students without disruption technology. For this reason, we have compiled
in the current climate. Emerging technological some of the key trends and technologies that can
innovations for teaching and learning are making define trends for the present as well as coming
a significant impact on the ways students year.
consume course material and universities are
being charged with continuing to innovate and
implement a plethora of helpful ed-tech tools to
stay competitive. Thus, what was considered until
recently as the future of education is now
becoming the norm. By keeping all in mind, this
article aims to throw the light on what are such
emerging technological innovations in the field of
education is trending now a days.
Keywords :- Education System, Emerging Source: Internet

educational technologies, Innovations, Recent
trends in Education etc. Emerging technological innovations in
education and the growing usage of these ed-tech
Introduction :- Technology has greatly impacted tools only show the power and potential these
the everyday learning experience. It has greatly additional materials and methods of teaching
expanded access to education. In medieval times, provide to today’s students. Education is about
for example, only the elite had access to sharing knowledge and technology allows for
educational opportunities and books. Individuals seamless knowledge sharing and collaboration
had to travel to centers of learning to receive an with faculty, students and professionals around
education. Today, everything is available online the world.
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Objective of the study :- The main objective of becomes part of this virtual world or is immersed
this study is to understand the various emerging within this environment and whilst there, is able
technological innovations used in the field of to manipulate objects or perform a series of
education. actions. VR implies a complete immersion
experience that shuts out the physical world.
Research Methodology :- This paper is based on Example, instead of having a classroom setting
secondary sources of data, which have been being taught about History, students can be taken
obtained from various published articles in virtually back in time and see events unfold in
journals, internet sources, past studies and front of them.
newspapers etc. With the help of these secondary
sources, attempt has been made to find the Artificial Intelligence :- The academic world is
various emerging technological innovations used becoming more convenient and personalised
in the field of education. thanks to the numerous applications of AI for
education. This has changed the way people learn
Emerging Technological Innovations in Education since educational materials are becoming
:- A recent poll revealed that 75% of educators accessible to all through smart devices and
believe that digital content will replace textbooks computers. Today, students don’t need to attend
by the year 2026, and there are more remarkable physical classes to study as long as they have
technologies on the way. In fact, choosing which computers and internet connection. AI is also
innovations to bring into the classroom is allowing the automation of administrative tasks,
somewhat of a challenge for educators. Students allowing institutions to minimize the time
in the classrooms of tomorrow can look forward required to complete difficult tasks so that the
to working with exciting resources, such as educators can spend more time with students.
robotic kits that educators used to teach coding.
Also, educators have grown weary of traditional Machine Learning :- Machine learning is a subset
standardized testing frameworks. Now, digital of Artificial Intelligence (AI) that helps computers
testing is emerging as an empowering resource or teaching machines learn from all previous data
that allows educators to track student and make intelligent decisions. In the field of
performance and measure learning improvement education, teachers can save time in their non-
over time. Furthermore, institutions can leverage classroom activities by adopting machine
Artificial Intelligence (AI) to develop customized learning. For example, teachers can use virtual
student learning solutions based on test results. assistants who work remotely from the home for
their students. This kind of assistance helps to
Augmented Reality/Virtual Reality :- Augmented enhance students’ learning experience and can
reality in education can serve a number of improve progression and student achievement.
purposes. It helps the students easily acquire,
process, and remember the information. Cloud : Cloud computing is a buzzing word now-a-
Additionally, AR makes learning itself more days in ICT industry. It means delivery of
engaging and fun. It is also not limited to a single computing resources over the internet. It has
age group or level of education, and can be used opened a wider aspect of computing application
equally well in all levels of schooling; from and provides a global platform for people. It is
preschool education up to college, or even at helpful for every sector from enterprise usage to
work. educational purpose. Traditional classroom (Four
walled) seems to be less used in the future.
Virtual Reality is the term used to Students will be much benefited. Institutes of
describe a three-dimensional, computer- weak financial state can have high computing
generated environment which can be explored facilities within low cost.
and interacted with by a person. That person
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STEM : STEM stands for Science, Technology, has changed the way of teaching and learning.
Engineering, and Mathematics. STEM is important Now education is no more restricted to lectures,
because it pervades every part of our lives. talks and physical objects, as digitization has
Science is everywhere in the world around us. overcome this pattern of study. Trendy and
Technology is continuously expanding into every engaging apps are likely to rule over the boring
aspect of our lives. Engineering is the basic education pattern in future. Students are also
designs of roads and bridges,and also tackles the showing their interest as the mobile app allows
challenges of changing global weather and them to learn through gamification. Undoubtedly,
environmentally-friendly changes to our home. the results are superb by combining education
Mathematics is in every occupation, every activity and technology for effective learning.
we do in our lives
Assessment Solutions :- The Assessment
Internet of Things :- The Internet of Things is Solutions are tools to help teachers and students
indeed transforming the education sector and better understand the steps needed to improve
making learning simpler, faster and safer. the learning outcomes. By following this process
Common barriers to education like Geography, teachers can learn what his/her students need to
language, Disability can cease to exist with the know and what change they need to embrace to
help of these technologies. However, this is just improve their teaching methodologies. While
the beginning and we have just started scratching designing an assessment solution, both teachers
the surface of what technology-based education and students must collaborate to understand
can look like in the future. needs and a list of possible criteria.
Smart Interactive Display Solutions :- Gone are Gamification :- A game-based learning is about
the days when teachers wrote things on crafting the content around game-story. The
chalkboards as a means of displaying lessons to students may create their own games or play
students. The overhead projector is even other commercial video games. On the other
becoming extinct. Instead, schools are making use hand, gamification is about shaping the game
of large, interactive displays like SMART Boards around educational context. Gamification
and innovative projectors. Interactive display operates on the assumption that the engagement
makes it easier for students to use devices to experienced by the gamer should be translated to
participle in class surveys, quizzes, and games, the learning context. This would eventually
then analyse results in real time. Adoption of influence the behavior of student while
these projectors has eliminated the classroom facilitating learning at the same time.
walls.
Payment Gateway :- Paying fees for school,
Learning Management System :- A learning university or applying for a course is time
management system is a server-based or cloud consuming, as students or their parents have to
based software program. It contains information visit the educational institutes or nodal centers
about users, courses and content. A learning and stand in queues to make payments. The time
management system provides a place to learn and money spent in paying fee can be used more
and teach without depending on the time and productively. With digital payments, cash based
space boundaries. Learning management systems fee payments will be a passé. With online and
are also known as Course Management Systems mobile payments students will be able to pay at
(CMS), Personal learning Environment (PLE), e- their convenience, remotely and in smaller
learning courseware and Virtual learning installments. These types of payments are not
Environments (VLE). only restricted to debit and credit card users, but
the unbanked people using mobile money
Learning Apps :- In the last few years, technology services such as Airtel Money, M-PESA, EcoCash,
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Orange Money and Mobicash are also able to  Jeetani,S (2011).Innovation Universities with
make digital payments using feature phone. World Class Standards. Universities News
Nov.14-20, 2011,Vol.49, No 46,P.1
The idea of implementing technology in  Pitroda,Sam.(2009) India Faces Serious
the classroom is not new. However, technology Problems in Higher Education
has taken off in the classroom in relatively recent System.Landmark, Mumbai,Indo American
years. As the field matures, emerging firms Society,p.7
promise to deliver exciting new resources for  Price Water House Coopers (2010), Emerging
learners. While the direction of EdTech is unclear, Opportunities for Private Foreign
analysts forecast that this promising field is in its Participation in Higher Education.
very early beginnings.  Ahaskar., A. (2017). Artificial intelligence is
making Google Play Store better. Retrieved
No doubt, all education will continue to
March 02, 2019.
be valuable and necessary. Students and people
 Al Abri, M., & Dabbagh, N. (2018). Open
will need to continue to adapt to technology,
educational resources: A literature
continue to want to learn, and continue to stay
review. Journal of Mason Graduate
motivated in their own self-development.
Research, 6(1), 83–104
Conclusion :- It high time, higher education
institutions start focusing on changing trends and
start adapting to new technologies to make
education interesting, relevant and practical.
Higher education institution can improve their
brand image with quick adoption of these
emerging technological innovations in education.
Adaption of innovative trends will not only help
the educational institutions to improve the
quality of education but also help the students to
grasp better, recall quickly and retain the
knowledge for longer duration. Step by step
approach of adopting those technologies can help
a long way for improving higher education
integration with the industry-relevant knowledge
base.
References :-
 https://blog.epravesh.com/education-
technology-trends-2021/
 https://cepa.stanford.edu/research-
areas/technological-innovations-education
 https://digitallearning.eletsonline.com/2019/
07/whatsapp-partners-iipp-to-conduct-
privacy-design-training-in-india/
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Comparative Study of the Effectiveness of Multimedia Based Learning and

Traditional Learning in Terms of Student’s Academic Achievement
Kavita Agarwal (Assistant Professor)
M.K. Muchhal (Associate Professor)
Digambar Jain (P.G.) College, Baraut (U.P.)
Abstract :- The present study aimed at studying achieve this basic commitment began
the effectiveness of Multi based learning in terms immediately. Today nearly five out of six children
of academic achievement of secondary school within the age bracket 6 -14 years are within the
students. Researcher used Experiment method school. Two out of three persons are functionally
for the successful completion of the present literate. Progress achieved is by no means small.
study. The target population of the study was But it does not meet the goal of Education for All
secondary school students of district Baghpat. (EFA).
Pretest posttest control group design was Education is the prime factor for the
employed for the purpose of collecting the social development no matter any factors acts as
desired data from selected sample, a true barriers directly or indirectly for the progress of
representative of population. For collecting the the nation. In teaching learning process the core
desired, a self-developed criterion test was used principle is to see achieve the desired change in
whose content validity was approved by the behaviour among children. The principle of
subject expert as per the requirement of the instructional technology and learning technology
study. To study the overall achievement of the are related with the learners’ achievement.
students, the average scores of each student was Intervention of technology within the teaching
calculated. Obtained data was analyzed by learning process as a results of Educational
computing percentiles. It is found that learning Technology is a product of instructional and
through Multimedia Instructional package learning process. Now a day’s use of ICT is a
secured overall performance with twenty percent burning issues in our teaching learning process.
of distinction marks. For several people, the lure of computers may be
a powerful one.
Keywords :- Multimedia, Effectiveness, Academic
achievement, Multimedia Instructional Package, Operational Definitions of the Key Terms
Criterion Test.
I. Biology :- Biology, a natural science that deals
Introduction :- During the last fifty years, several with the living world: How the universe is
milestones have been crossed educational structured, how it functions and what these
changes both theoretical and practical prospects. functions are, how it develops, how living things
Beginning with a situation where five out of six came into existence, and the way they react to
persons were illiterate, and only two out of ten each another and with their environment (Umar,
children visited school; it’s not a straightforward 2011). It’s a prerequisite subject for various fields
task to satisfy the constitutional commitment. of learning that contributes immensely to the
The country began its journey towards the goal of technological growth of the world. (Ahmed,
universal education for all by opening more and 2008). This includes medicines, pharmacy,
more primary schools across the country. The paramedical, agriculture, forestry, biotechnology,
Indian Constitution, adopted in 1950, directed the nanotechnology, and other areas (Ahmed
State to make sure provision of basic education &Ambiola, 2011)
for all children up to the age of fourteen years
within a period of ten years. The struggle to II. Multimedia :- Multimedia is characterized by
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the presence of text, still pictures, sound, student’s academic achievement.

animation and video; some or all of which are
organized into some coherent program. Today's Delimitation :-
Interactive Media, a carefully woven combination
of text, graphics, clipart, sound, animation, and 1. The selected variables are taken for the
video elements. It’s one of the most effective study.
means of educational technology that can be 2. Only two English medium schools of Baghpat
used in school levels as well as college levels of District are selected for the study.
educational institutions But as every coin has two 3. Selected objectives are formulated for study.
sides, likewise Multimedia has their own pros and 4. The study is delimited to the two groups of a
cons, thus we have to be very particular regarding school i.e. experimental group and Control
the application or implementation of interactive group only.
media as it is not ensured that it always give 5. Only CBSE (Central Board of secondary
positive results. Using interactive multimedia can Education) schools are taken for the study.
be the reason being besides the treatments, 6. As it is an Experimental Research,
there can be numerous other variables, which can approximately 100 students are considered
influence the reasoning ability, independently as under experiment and control group.
well as by interacting with the treatment, like
Review of Related Literature :- Studies related to
scientific attitude, higher mental ability, creativity
Multimedia in Biology Instruction :
etc.
Koseglu &Efendioglu (2015) conducted
III. Traditional Education :- Traditional education research work was on the topic “Can a
is an education which states back to basics, Multimedia Tool Help Students’ Learning
conventional education or customary education Performance in Complex Biology Subject”. They
refers to long established customs found in explored that in the process of designing a
schools that society traditionally used. Some multimedia tools, designers should prefer
types of education reform promote the adoption dynamic visualization techniques rather than
of progressive education practices, a more holistic static technique.
approach which focuses on individual students' Safitri, M. et al (2017) conducted a study
needs and self-expression. According to on the integration of various technologies in
reformers, traditional teacher centred methods biology learning. The purpose of their study was
are focused on rote memorization and to identify the type of technology used by
memorization must be abandoned in favour of teachers of X class in biology teaching in
student centred and task based approaches to Indonesia. The results of the study revealed that
learning. However, many of the parents and teacher’s consideration towards biology learning
conservative citizens are concerned with the is limited facilities, limited ability of teachers, and
educational standards prevailing in the society learning method used. Results revealed that
based on examination, which favours a more teachers in Indonesia need to develop the ability
traditional approach. to integrate different types of technology in their
teaching.
Objective :- To study the effectiveness of Arya and Manisha (2018), conducted a
multimedia based learning in terms of student’s study to assess effectiveness of multimedia and
academic achievement. traditional method for teaching biology. It was a
comparative study. Sample of the study consisted
Hypothesis :- The hypothesis formulated for the 40 students of IX standard from two schools. The
proposed study is as under. study was conducted in Bhiwani district. The topic
i. There will be no significant effect of selected for the Biology teaching was Tissues. It
multimedia based learning in terms of was presented to both the groups. Control group
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was treated with traditional teaching whereas (i.e. readers of text book) b) The Text Book +
experimental group was treated with Multimedia Interactive Multimedia Instructional Material
Instructional Packages. The result of the study Method, with a sample from different centres. An
came with a conclusion that significance attempt is made to find out which method is
difference was found between the achievements better than the others. This method is based on
of control group and experimental group. After experiments conducted in a laboratory but here
reviewing the study researcher suggested to use experimental method is used as the different
multimedia instructional packages as a good teaching methods. This method is to be tried out
option to make Biology teaching more interesting on different groups of students for different
and fruitful. topics in the teaching of biology CBSE Schools for
Aggarwal (2018) explained the effect of the class IX. Therefore the research is conducted
Multimedia approach on achievement in relation on the basis of Experimental method.
to their learning styles. For the study researcher
comprised a sample of 80 students of IX standard Design :- A research design outlines the necessary
of secondary schools. School were affiliated to tools needed for the collection of the data and
PSEB board of Amritsar city. Findings of the study the statistical processing of the data to test the
were positive towards the effectiveness of hypothesis of the problem. A research design also
Multimedia package. It also explained that gives an idea of sample collection, that is, how
multimedia package was quite superior to large a sample to be chosen, what kind of
conventional teaching as it enhance higher sampling techniques to be used and from which
mental abilities of students. It was also stated population to draw the sample. It also gives an
that individual differences can also be overcome idea about data collection techniques. In this
through Multimedia instruction. Researcher gave present study pre-test, post-test control group
suggestions to adopt multimedia approach for design was employed.
other subjects also in all schools. Finding of the
study also gave an observation that this approach Sample :- In the present research work, students
could be effective for all students by using variety of some selected centres Class IX Standard of
of learning styles. Baghpat district have been considered as the
random sample. This sample as far as possible
Methodology :- In the present study taken from widespread Baghpat district region,
Experimental Research Method is followed. There with respect to different types, different
are two different methods under consideration. localities, different statuses of the parents were
They are as follows a) The Traditional Method considered for taking sample.
Table No. 5.1: Details of sample Centres wise Selected for Different Methods of Study
S.No. Name of Centres/schools Methods of Teaching Number of Sample
1. Kumkum Modi Public The Traditional Method (i.e. readers of text book) 46
School, Malakpur, (Group-1)
The Traditional Method (i.e. readers of text book) 38
with interaction
(Group-2)
2. Resonance Public School, The Text Book + Interactive Multimedia 35
Baraut Road, Bagpath, U.P. Instructional Material Method
250611 (Group-3)
The Text Book + Interactive Multimedia 41
Instructional Material Method with interaction
(Group-4)
Total 160
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Research Tool :- Verbal Intelligence Test :- In the present study

intelligence was assessed by administering
Development of Criterion Reference Test (CRT) :- ‘Verbal Intelligence Test by Ojha. The time limit
Investigator developed Criterion Reference Test for completing the test was 40 minutes. Scoring
for measuring the learners’ achievement taught was done with the help of scoring key provided
through different methods to different groups. by the author of the test
The test consisted 115 questions are objective
types followed different patterns of questions. All Analysis of the Data
the questions are objective type and short answer Objective- 1
type with restricted answers for making the test 6.1.1To Study the Effectiveness in Terms of
more reliable. Knowledge, understanding, Students Achievement on Criterion Test
application, analysis, synthesis and evaluation Hypothesis- 1
level of cognitive variables is measured through There will be no significant difference
the objective type of questions. Questions were between mean achievement scores on criterion
covered five topics which are integrated from test with respect to their classes.
Biology subject of CBSE Schools, In short answer
type questions the answer were restricted within The effectiveness of Interactive
few sentences in order to make the scoring more Multimedia Instructional Package in terms of
objectives. Most of the questions were reasoning achievement was studied in terms of student’s
based. The unit wise distribution is given and performance on five criterion tests, prepared
Time given for completing each criterion test was from five units of science. To study the overall
60 minutes. Scoring was done by following achievement of the students, the average scores
scoring keys which are available in the of each student was calculated. Obtained data
was analyzed by computing percentiles. The
results are given in the table 6.1.
Table 6.1: Achievement scores of the students on different criterion tests and
overall achievements (in percentage)
S.no. Criterion Test I Criterion Test III & Criterion Test Overall Criterion
Percentile & II IV V Test (I, II, III, IV, V)
P90 80.60 82.60 85.44 78.06
P80 77.40 78.00 81.88 75.60
P70 74.20 75.70 78.44 73.20
P60 71.00 73.42 75.44 70.68
P50 66.84 71.14 72.62 68.00
P40 64.56 68.66 69.72 64.80
P30 62.28 63.32 66.80 61.60
P25 61.16 60.66 64.34 60.00
P20 60.00 57.00 62.76 56.00
P10 54.50 28.58 51.00 49.50
Mean 67.254 65.908 63.582 65.744
It can be seen from the Table 6.1 the was above 65.744. The result reflected that, the
mean performance on all the five criterion tests students showed a good performance through
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developed Interactive Multimedia Instructional distinction marks, and 75 percent students scored
Package. Again Table 6.1 reveals that, 75 percent more than first division marks. Over all mean
students achieved first division marks on criterion performance was 66 percent, which was quite
Test I, II, III, IV&V except criterion test I. Near good. These results indicated the richness, which
about 30 percent students secured more than 70 had been brought through the developed
percent marks. Distinction marks were obtained software. In this way the developed software was
by twenty percent students on criterion test I, II, found to be effective in terms of achievement of
and III. Looking at the overall performance it can the students on criterion tests.
be seen that 20 percent students obtained
Table No 6.1: Achievement scores of the students on different criterion tests and
overall achievements (in percentage) CT-I
Finding :- Developed interactive Multimedia purpose of achieving “empowerment through

Instruct is found to be effective in terms of their coverage”.
achievement of the students on criterion tests.
Seventy five percent students achieved more References :-
than sixty percent of marks. 1. Koseglu & Efendioglu, A. (2015) “Can a
Multimedia Tool Help Students’ Learning
Implications of the Studies :- The course Performance in Complex Biology Subject”,
curriculum should be developed according to use South African Journal of Education,
of Interactive Multimedia Instructional Design on Vol35,12pgs
Teaching in Biology applicability with the learners’ 2. Safitri, M.et al (2017) Integration of various
prerequisite knowledge with age group. The technologies in biology learning, Journal
medium of instruction should be user friendly of Physics, Conference, Vol895 012145
the children. 3. Arya, S. Manisha (2018)”A Comparative Study
With the knowledge that new media of Effectiveness of Multimedia and
literacy is an alien factor and not welcome by the Traditional Method For Teaching Biology”,
preliterate society, specially designed primers, International education and Research
audio visual teaching aids, participatory, dialogue, Journal, Vol 4,No 5(2018)
oriented, playful learning etc., have been 4. Aggarwal, P. (2018) “ Effect of Multimedia
recommended for imparting new media literacy Approach on Achievement in Biology of IX
among the Interactive Multimedia Instructional grade students in Relation to Their Learning
Design on Teaching in Biology user’s learner’s. Styles” International Journalof Research in
The methods and techniques should serve the Social Science, Vol.8,Issue 3, March
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2018,ISSN:2249-2496, Cabell’s Directories of

Publishing Opportunities, USA
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6. Baddar, M.S. (2014). An Experimental Study
to Investigate the Teaching Learning of the
Basic Concept of Fractions in Grade – II.
Dissertation Abstracts International, P. 3538-
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Aided Instructional Material on Microbes for
class VIII", M.Ed. Dissertation, Unpublished,
D.A.V.V., Indore, 2016
8. Barab, Sasha A., Kling, R. and Gray, J. H. (Eds.)
(2004). Designing for Virtual Communities in
the Service of Learning. Cambridge, UK.
Cambridge University
Press.bcmahapatra2011@gmail.com
9. National Policy on Education, 2014, Problem
of Action, Ministry of Human Resources and
Development, Department of Education,
New Delhi, November, 2014.
10. NCERT.1978. Teacher Education Curriculum:
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11. NCRRT. 2016. Secondary Teacher Education
Curriculum - Guidelines and syllabi. New
Delhi.
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Through Mobile Ad Hoc Networks, Secure Peer-to-Peer Information Sharing

Teerath Prasad Patel
(Research Scholar), Department of Computer Science, LNCT University, Bhopal (M.P)
Dr. Ravindra Tiwari
(Associate Professor), Department of Computer Science, LNCT University, Bhopal (M.P)
Abstract :- Distributed networks (P2P) were gadgets with the chance of a remote systems
cautious since they empower many clients to administration interface that can consequently
share assets and much information. Then again, sort out itself into a correspondence framework
most arising data sharing stages for peers are with no fixed foundation. MANET's most recent
centered around wired networks. Given the examination endeavors have focused on the
expanding number of versatile specialized lower layers in the network, including the
gadgets that can put together themselves association layer, network layer, and transport
through foundation free interchanges channels, layer (see survey[4]). Like MP3 and DVD players,
portable impromptu networks, the trading of future PCs will be fitted with Wi-Fi and Bluetooth
distributed data over the MANETs is a promising remote systems administration advancements.
examination field (MANETs). The Multi-level Peer Around there, MANETs permit possible
Index (MPI) is a conveyed record framework applications for versatile applications, like the
proposed in this article that considers the sharing and trading of reports and the trading of
productive sharing of data between peers across music and films. As these applications take after
MANETs. MPIs are flexible, dependable, and data partaking in P2P frameworks concerning the
versatile to hub portability, as per fundamental shortfall of incorporated workers and the
examination. equivalent places of gadget hubs, we call them
distributed data sharing (MP2PIS).
Keywords :- MANET, MPI, MLS, DHT
A most punctual advance in the improvement
1. Introduction :- The distributed networks of an inquiry instrument to find an information
(P2P), which empower many clients to share object of interest in Manets, comparable as P2P
assets and immense amounts of information, get frameworks, for proficient information partaking
much consideration. The exploration of the assets in MP2PIS. Since the transmission range, asset
accessible on at least one of these host hubs in limitations (CPU, data transfer capacity,
P2P (like information, documents, and stockpiling), and hub portability are diverse for
administrations) is an energizing field of MANeTs, MANETs, and P2P frameworks, just
examination. The fame of P2P look has led to bringing DHTs into MANETs is not achievable. An
various new ideas, including appropriated hash appropriated record structure is proposed for the
table (DHT) overlays, to speed up these cycles Multi-level Peer Index (MPI), making it
(e.g., CAN [9], CHORD [12]). conceivable to scan the MANET for proficient P2P
data. We show through recreation that MPI is
Then again, information correspondence versatile, viable, and portable to hubs.
frameworks from one companion to another
must be utilized by wired networks. Quick turns The rest of the archive is organized
of events and expanded customer appropriately. Following our show in the past part
correspondence requests have been the major of the gadget model and our proposition reasons,
impetus behind late extreme examination we present MPI in Section 3. Segment 4 talks
endeavors on specially appointed portable about execution evaluation. In Section 5, our
networks (MANETs). MANETs comprise cell venture is likened to related works. Area 6
phones, like workstations, PDAs, and different finishes for certain last thoughts and propositions
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for what is to come. the information item's Index hub is known as the
file information hub for that information object.
2. Preliminaries :- This section introduces the The guide from this hub to its actual position, for
device model upon which our proposal is based. example, the NodeID pair area, is addressed as
Then we go over the reasons for our plan. the hub that stores data about this hub and
recognizes the area hub as the hub that stores
2.1 System Model :- Every hub in a MANET has the hub's area data.
a little radio reach, and all hubs are thought to be
similarly broad. A hub can convey through the 2.2 Motivations :- The accompanying
multi-bounce hand-off, straightforwardly or by conditions should be met by a proficient MP2PIS
implication, with different hubs inside its reach. search instrument: conceivably enormous sizes,
Any network hub may join or leave the network, restricted assets, and continued development of
and this can prompt complex changes in hubs.
connection. Likewise, hubs can turn, prompting
dynamic changes in geography.  It is essential to be versatile. Regarding
network size and network shared data put
Each hub is thought to know its position or away in the network a hunt cycle ought to be
the places of its nearby neighbors through GPS or versatile.
different methods. We utilize Greedy Perimeter  Efficiency. As assets are scant, a close by
Stateless Routing [5], our straightforward steering source hub ought to be situated without
convention, a notable geological remote directing moving past the source hub itself.
convention (essential changes are itemized in the  Adaptive development hub. All together for
last part). GPSR utilizes two strategies for sending the record construction to conform to hub
bundles: voracious vehicle, which brings the development with no critical overhead
parcel closer to its objective, and border update, the file ought to be insightfully
transmission, which moves parcels from void appropriated among hubs.
areas in which ravenous transmission comes up
short. 3. Multi-level Peer Index :- We propose a
distributed index structure, Multi-level Peer
Every hub gives various sharable relics, Index, to achieve the goals stated in the previous
other than the arrangement of a correspondence section, namely scalability, performance, and
structure. The assumption is that any information adaptivity to node movement (MPI).
object is associated with a normally realized
property key. The pursuit instrument finds the 3.1 Overview :- MPI's fundamental design is
hub with the given key and recovers it. In this centered around notable hashing procedures to
article, we consider the circumstance where a guarantee that every hub has roughly equivalent
client requires just a single subjective information list passages and low stockpiling necessities,
object (as opposed to all information object), which assists with adaptability. In MPI,
although many coordinate with the pursuit information objects are hashed into
models. topographical directions inside the network space
(we expect that the network limit is known).
For the remainder of this article, the words Accordingly, the virtual hunt space is produced by
recorded beneath are utilized. The information separating the actual network region into a few
article's source hub is the information item's hub. sub-spaces and appointing them.
The information article's record information (or
list information input) is the planning between Any requester ought to find the closest
the information object and the NodeID in its source hub to accomplish execution, putting away
source hub, i.e., its NodeID blending key, while information objects of interest without voyaging
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a lot farther than the actual distance between the with expanding numeric qualities from the most
requester and the source hub. Considering this elevated level (related with the whole area) to
planning objective, we consolidate progressive the least level (related with the square with the
spatial data in the list so that adjoining hubs can littlest size), i.e., the most elevated level has
profit from their actual nearness. name 1. Every hub in each square makes a hash
file (subtleties will be given later), bringing about
Presently we will examine how to a staggering list structure. MPI keeps away from
improve the gadget's dynamic flexibility. The the yield bottleneck and single place of
network is isolated into matrix cells, with the disappointment related to progressive tree
hubs in every network cell sharing duty regarding structures by not allotting higher obligations to
the keys that have been allocated. Up to a hub any hub.
goes inside its lattice cell; it should not be
refreshed, bringing about much lower update We will currently show how the hubs in a
overheads than GHT [10], which doles out keys to square work together to make a hash file. The
a particular hub dwelling at a particular whole network is connected to an essential hash
topographical facilitate. work that takes the fundamental worth of an
information object and the geographic limit of a
We utilize MPI's staggered design to square as data sources and delivers a geological
coordinate an area query administration called facilitate limited by the given limit as a yield.
Multi-level Location Service (MLS) to manage hub When a hub joins the network, it distributes the
versatility. Simultaneously, we decouple file and record data for its privately put away information
area sections. This implanting and decoupling protests as follows. It initially computes a bunch
offers three advantages. In the first place, the of hashed geological directions for every one of
position administration would profit from the its privately put away information objects,
appealing properties of the staggered structure. utilizing the topographical limits related with
Second, we currently have a solitary convention every one of the squares it lives in as sources of
that performs both information and area queries info and the key of the information object as
because of this inserting. Finally, by decoupling yields. It distributes the information item's record
list and area sections, the area and list of a hub data to these topographical directions (how to
can be adjusted independently. picklist hubs around these directions will be nitty-
gritty quickly).
The three stages of MPI search are
information query, area query, and information The mentioned information objects are
recovery. During the information query strategy, constantly contained inside the littlest square in
MPI is utilized to discover the NodeID of a close- which both the requester and the source hub are
by source hub holding information objects of found while utilizing MPI. The overhead of
revenue. The source hub's area data is then distributing list data to each even out of MPI
acquired utilizing the area query measure, and accompanies this inquiry proficiency. The
the source hub is then entered utilizing MLS. The quantity of levels in MPI is required to be little,
mentioned information thing is then questioned and the pursuit demand rate will be exceptionally
from the source hub. high compared with the hub join rate, so this
overhead ought to be sensible.
3.2 Index Structure of MPI :- We segment the
network progressively as follows to insert settled At the most reduced level (least
spatial data in the file structure. The whole estimated) squares, the spatial region is
territory is isolated into m equivalent measured additionally apportioned into standard measured
squares, which is also separated into m more lattice cells, and all hubs inside a network cell
modest kids squares, etc. We mark the squares become record hubs for information things
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hashed into the framework cell. The matrix away to tackle this issue (utilizing the primary
approach has the downside of requiring the hash work).
engendering of file information to all hubs inside
a lattice cell. To downplay this overhead, the size When m = 4, Figure 1(a) shows an
of a network cell ought not to be too huge. We example of MPI with a 4-level hierarchy, the first
set a matrix cell's side length, L, to r2, where r level (the entire region) is divided into four level-2
means the radio reach, with the goal that any two squares: Q1, Q2, Q3, and Q4 (we name the four
hubs in the framework cell can convey squares in clockwise order starting from the top
straightforwardly; for example, they are inside left corner). Then, for each of these squares, four
one another's radio reach. level-3 squares are formed. Q1 is divided into
Q11, Q12, Q13, and Q14, for example. Node 1 in
In certain uncommon circumstances, it is Q111 has a data object with Key A, and it
as yet conceivable that no hubs exist in a lattice publishes the index information for this data
cell briefly because of hub development. We object to the entire area Q and the three squares
utilize an additional hash capacity to pick proxy Q1, Q11, and Q111. The grey circles I1 represent
record hubs (or substitute area hubs) where list the index nodes for Key' A' in the corresponding
sections (or area passages) that were initially regions, A, I2, A, I3, A, and I4, A.
apportioned to a vacant matrix cell can be put
Lev Level 3 Level 2 Level 1 Q12

el 4
Q12
3. data 2 key
1 retrieval 2
I4, B
B
1 I4,A L2,1 Q L 4,2 F
H
L 3,2
111
Q L4,1 Q
11 I3,
2 I1,A B 2. location lookup
I3,A L3, 1. data lookup

1
Q
Q 11 Q 114 Q L2,2
113 12
I2,B
key sourceID
I 2,A B 2
Q
Q1 Q 14 Q2
13
L1,
1
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Q Q3
4
Ii,a : Level−i index node for Key A I : Level−i index node for Key B
4,
B
Li,1 : Level−i location node for Node 1 L4 : Level−i location node for Node 2
,2
(a)MPI structure (b)Search using MPI
Figure 1. An illustrative example for MPI.
3.3 MLS :- We normally incorporate the Multi- planned to lattice cell y, and it quits being an area
level Lookup Service (MLS) area query structure in hub for hubs with hashed facilitates planned to
the MPI staggered structure, decoupling list, and network cell x. Accordingly, it disposes of its
area passages to address hub portability as beforehand area information to get information
characterized in Section 3.1. A hub utilizes a from any hub in lattice cell y. When a hub moves
similar hash capacity and matrix structure as MPI to start with one level-I square then onto the
to pick its area hubs at each progression; then, next, it distributes its new situation to the area
NodeID is utilized as one contribution for the hubs in the current level-I square and erases the
hash work rather than a strong incentive for an area data from the past level-I square. It also
information object. refreshes the position data at the area hubs in its
parent level-(I-1) square, causing area hubs in this
To lessen position update overhead, we veil square to highlight the level-I square where this
specific levels of development from higher hub is now found.
progression levels, with the goal that area hubs at
various levels can react contrastingly to hub 3.4 Search :- The key related to the mentioned
portability at various granularities. Hubs in lower information object and the hub's NodeID and
level squares hold better area data in MLS, while momentum area is remembered for an inquiry
hubs in more significant level squares hold just demand from a hub. We will go through the three
coarser data. At the least level, position hubs periods of search in this segment: information
have exact area data, while those at the most query, area query, and information recovery, in a
elevated level (i.e., level-I) square just keep a specific order.
pointer highlighting one of the hub's kids squares
(i.e., level-(i+1) square) keep a pointer When a hub makes a hunt demand, it
highlighting one of the hub's youngsters squares. first looks in quite a while nearby information
store. At the point when an answer is found, the
An MLS model likewise appears in Figure 1. pursuit concludes. Else sends the solicitation to
Hub 1 gives position data to Q and the three the most reduced level (i.e., level-H, where H is
squares Q1, Q11, and Q111. The spot hubs for the greatest degree of MPI) square1 list hub (i.e.,
Node 1 in these corresponding regions are L1,1, the first in-dex hub) to in the relating lattice cell)
L2,1, L3,1, and L4,1. to perform information query. On the off chance
that the mentioned key's list hub does not have a
In the wake of clarifying the essential idea passage, the solicitation is sent to the following
of MLS, we take a gander at how the MLS more elevated level square's record hub (i.e., the
structure changes as hubs move. As a hub moves parent square). The interaction is rehashed until
from framework cell x to matrix cell y, it turns either the mentioned key's list section is found or
into an area hub for hubs with hashed organizes the top MPI level is reached without the
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mentioned key's record passage being found. In search in which Node 1 looks for Key B. For this
the principal model, the position query recorded situation, Node 2 stores the information object
underneath is utilized. In the model over, the with Key B. The information query measure starts
inquiry falls flat, and the requester hub gets a when Node 1 sends an inquiry message to Key B's
disappointing reaction. record hub, I4, B, in its level-4 square. Expect that
this file hub has no list section for Key B. The hunt
Spot query : The mentioned key's record passage message is then sent to even out three list hub I3,
is put in the square where the area query is B. The hunt message is rehashed until it arrives at
performed. Expect this square has a level of x. I2, B, a level-2 list hub with a file section showing
The area demand is shipped off the area hub that Node 2 has the mentioned information
liable for the source hub's NodeID in this square object. The area query for Node 2 is summoned
first. The requester can either get a pointer to a now in this level-2 square, Q1. L2,2, L3,2, and
level-(x+1) square (i.e., one of the source hub's L4,2, the area hubs at level-2, level-3, and level-4
youngsters squares) or the source hub's actual squares can get the solicitation for a spot
position data from this area hub (if level-x is the individually. The message is sent to Node 2 in the
most minimal level). The solicitation is sent to the wake of accepting Node 2 from L4,2, and
situating hub in the sharp level-(x+1) square in information recovery is performed.
the primary case. This interaction is rehashed
until the least level square (level-H) is found, so, 3.5 Index maintenance :- When a hub joins the
all things considered, the exact area of the source network, it should finish two assignments:
hub can be resolved. As portrayed underneath, distribute its informative articles and position
information recovery starts at this stage. data (as characterized already), and get list data
and area data hashed to the lattice cell wherein it
Information recovery is simple if the is found. To get this list and position data, a hub
requester hub stays in its unique network cell communicates a HELLO message containing its
since the solicitation message contains the area NodeID when it enters the network. Any hub
of the requester hub. There are two prospects inside its framework cell can hear the HELLO
when a hub moves out of its underlying matrix message since they are inside radio reach. When
cells. However, when a hub leaves its unique a hub gets a HELLO message, it holds up a
lattice cell remains inside its least (level-H) foreordained measure of time before reacting
square, the primary situation happens. The with its present file and area sections. Some other
square directs an area query when the answer hubs in the matrix cell can hear the appropriate
message arrives at its unique network cell, and response of the principal hub and will not react.
the answer message is sent to the requester's
new area. In the subsequent case, the requester When a hub leaves its past framework
leaves its level-H square. A sending pointer is cell, it gets one of the file hubs for information
constantly left at a hub's old position cells, objects with hashed organizes planned to the
alluding to the lattice cell it will be going into to current network cell, and it quits being a file hub
manage this. When the answer message arrives for information objects with hashed arranges
at the old square determined in the answer planned to its past matrix cell. Subsequently, it
message, the sending pointer is acquired from disposes of its old record data and uses each hub
the area hubs so the answer message can be in the current framework cell to acquire list data.
shipped off the new square in which the hub When a hub leaves a level-I square and enters
lives. The answer message may go through a few another level-I square, the list data for its
sending pointers before arriving at the information properties should be republished.
requester's present area.
4. Simulation evaluation :- In this section, we first
Figure 1 (b) portrays a four-level MPI present our simulation setup, following which we
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present the preliminary simulation results. areas are found the median value of more than
ten preliminaries for every reenactment setting.
4.1 Simulation setup :- csim[11] is utilized to
fabricate a test system. Coming up next are the Way length alludes to the average number
network arrangement, responsibility, and of bounces crossed from the requester hub to the
proficiency measurements : source hub during a hunt (counting the
information query and area query stages). This
Network arrangement: The recreation's measurement addresses the measure of time it
radio reach is 250 meters for every hub. The takes to finish an inquiry. The real way length is
network sizes are 64, 256, 1024, and 4096. The characterized as above, and the ideal way length
default network size is 1024 if no other network is the number of jumps along the briefest way
size is determined. MPI's most reduced level between the requester and the source hub.
square has four frameworks, and m has been set
to four. The hubs are appropriated This measurement decides how close a
indiscriminately in a 175*175 square locale with hunt's way is to the briefest way among requester
space equivalent to the number of hubs, bringing and source hubs. Search messages, in-dex
about a normal thickness of 4 hubs. The arbitrary distribute/update messages, area
waypoint model [1] is utilized to pass all hubs, distributes/update messages, and other control
with most extreme paces going from 0 to 20 m/s. messages; for example, HELLO messages make up
The postponement is set to a period of 0 seconds. the all-out number of messages handled by a hub
each second.
Responsibility :- Each hub has a most extreme
limit of ten information objects. A hub conveys 4.2 Results :- In this section, we first show the
arbitrary ventures into the network at 20 seconds effect of network size. The effect of nodes'
by and large. It requires 500 seconds to finish the moving speed is then followed. We use the basic
recreation. The discoveries in the accompanying flooding approach as the baseline for comparison.
55
econd
50
45 MPI
per
40 flooding
node
35
per
30
25
processed
20
15
Messages
10
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0 5 10 15 20
Maximum moving speed (m/s)

Figure 3. Effect of moving speed on message number.
The size of the network effects. When diagram. These discoveries support our
the network size is changed from 64 to 4096, speculation that MPI is versatile and successful.
Figure 2 shows the way length, way stretch, and
message number. The way length increments Hub versatility affects. Figure 3 portrays
gradually with network size, as demonstrated in the connection between the message number
Figure 2(a). Figure 2(b) shows a way stretch and the moving speed—the quantity of message
limited by a little consistent number (i.e., 5). The expansions directly correlates with the generally
message number is appeared in Figure 2(c). moving rate. The message number is still a lot
more modest than the flooding methodology,
In contrast, we have incorporated the likewise at the quickest moving velocity of 20m/s.
message overhead for the flooding strategy. The These discoveries show MPI's flexibility to hub
message number of flooding is a lot higher than portability.
the message number of MPI, as found in this
250 MP
second
I
flooding
per no pe
200
de r
150
100
Messages proce
ssed
50
0
6 256 102 4096 64 128 25 51 1024 2048 4096
4 4 6 2
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60 5
55
pstretch
length
50 4.5
45
h
a
t
Average search path
40 4
h
e
a
c
s
r
35
30 3.5
25
Average
20 3
15
10 2.5
64 256 1024 4096
Number of nodes Number of nodes Number of Nodes

(a) Average path length (b) Average path stretch (c) Average number of messages
Figure 2. Effect of network sizes.
5. Related Work :- Only a couple of contemplates 6. Conclusion :- Empowering effective distributed

have taken a gander at the different issues data sharing over MANETs (MP2PIS) is a
encompassing MANET-based distributed data promising application and a key exploration
sharing. The agreeable storing hypothesis is region. One of MP2PIS's difficulties is building up
utilized by the creators of ORION [7] and 7DS [8] a pursuit system that can rapidly find mentioned
to empower distributed record partaking in information objects in an network with many
MANETs. Nonetheless, the achievement pace of a hubs moving around and restricted assets. The
hunt is capricious and exceptionally reliant upon Multi-level Peer Index (MPI) is a circulated record
the framework's pursuit area when utilizing its structure for the effective hunt in MANETs that
strategies. [2] recommends a cross-layer comprises an information query administration
convention for a geolocation administration that and a position query administration. As per the
incorporates a pursuit system. Since the record fundamental assessment, our proposition is
data for and of the information objects should be versatile, solid, and versatile to hub portability.
adjusted as the hub voyages, this matching of file
data with area data causes a significant overhead We are accomplishing more inside and
when a versatile hub conveys numerous out examination and recreations to perceive what
information objects. [6] proposes a shared (P2P) diverse framework boundaries mean for MPI
stage for creating versatile P2P applications. [3] execution, for example, lattice cell size and the
Building information recovery proficiency in number of levels in MPI. We are additionally
impromptu networks by apportioning a considering extending MPI's pursuit highlights to
document into a few sections, permitting a hub to incorporate further developed inquiry types,
acquire various portions at various occasions and including range inquiries and multi-quality
in various areas. The issue of finding a specific questions.
document of interest, then again, is not tended to
in this paper.
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References :- COMM, pages 161–172, August 2001.

10. S. Ratnasamy, B. Karp, S. Shenker, D. Estrin,
1. J. Broch, D. A. Maltz, D. B. Johnson, Y.-C. Hu, R. Govindan, L. Yin, and F. Yu. Data-centric
and J. Jetcheva. A performance comparison storage in sensornets with GHT, a geo-
of multi-hop wireless ad hoc network rout- graphic hash table. Mobile Networks and
ing protocols. In Proceedings of MOBICOM, Applications (MONET), Special Issue on
pages 85–97, October 1998. Mobile and Wireless Data Management,
2. G. Ding and B. Bhargava. Peer-to-peer file- 8(4):427 442, August 2003.
sharing over mo bile ad hoc networks. In 11. H. Schwetman. Csim18 - the simulation
Proceedings of IEEE Annual Conference on engine. In Proceedings of the 1996 Winter
Pervasive Computing and Communications Simulation Conference, pages 517–521,
Workshops, pages 104– 109, March 2004. December 1996.
3. S. K. Goel, M. Singh, D. Xu, and B. Li. Efficient 12. Stoica, R. Morris, D. Karger, M. F. Kaashoek,
peer-to-pe er data dissemination in mobile and H. Balakr-ishnan. Chord: A scalable peer-
ad-hoc networks. In Proceedings of Inter- to-peer lookup service for Internet
national Conference on Parallel Processing applications. In Proceedings of SIGCOMM,
Workshops, pages 152– 158, August 2002. pages 149–160, August 2001.
4. X. Hong, K. Xu, and M. Gerla. Scalable routing
protocols for mobile Ad hoc networks. IEEE
Network Magazine, pages 11–21, July/August
2002.
5. B. Karp and H. T. Kung. GPSR: greedy
perimeter stateless routing for wireless
networks. In Proceedings of MOBICOM,
pages 243– 254, August 2000.
6. G. Kortuem, J. Schneider, D. Preuitt, T. G. C.
Thompson, S. Fickas, and Z. Segall. When
peer-to-peer comes face-to-face:
Collaborative peer-to-peer computing in
mobile ad hoc networks. In Proceedings of
Peer-to-Peer Computing (P2P), pages 75–93,
August 2001.
7. C. Lindemann and O. P. Waldhorst. A
distributed search service for peer-to-peer
file sharing in mobile applications. In
Proceedings of International Conference on
Peer-to-Peer Computing (P2P), pages 73–80,
September 2002.
8. M. Papadopouli and H. Schulzrinne. Effects of
power conservation, wireless coverage and
cooperation on data dissemination among
mobile devices. In Proceedings of ACM
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9. S. Ratnasamy, P. Francis, M. Handley, R. M.
Karp, and S. Schenker. A scalable content-
addressable network. In Proceedings of SIG-
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Right to Education - Challenges and Opportunities

Nilesh Patil
Research Scholar, Dr. Babasaheb Aambedkar Marathwada University, Aurangabad (Maharashtra)
Introduction :- “Education is a must thing” of-school children (upto 67%) are from these
quoted modern political activist Malala Yousafzai. states. Regarding this Indian Constitution clearly
This quotes further justifies Aristotle’s words, says that it cannot be left to the states to provide
“The educated differ from the Uneducated as people their rights.
much as the living differ from the dead.” These
two quotes show the importance of education in 3. No child shall be denied admission for want of
everybody’s life. documents; or shall be turned away if the
Abstract :- "'The Right To Education' is a admission cycle in the school is over and no child
Fundamental Right and is accorded the same shall be asked to take an admission test.
legal status as the right to life as provided by
Article 21A of the Indian Constitution. The Right 4. Any school that does not fulfil RTE standards
of Children to Free and Compulsory Education within 3 years will not be allowed to function. All
Act, 2009 is “An act to provide for free and private schools will have to apply for recognition,
compulsory education to all children of the age 6 failing which they will be penalised up to ₹ 1 lakh
to 14 years”. The right of children to free and and if they still continue to function, they will be
compulsory education came into force from 1 st liable to pay ₹ 10,000 per day as fine. In addition,
April, 2010. According to the Act, every child in the National Commission for Protection of Child
the age group of 6 to 14 years will be provided 8 Rights (NCPCR) has been mandated to monitor
years of elementary education in an age the implementation of this right.
appropriate classroom in the vicinity of his/her
neighborhood. 5. For child labour and street children, the
government would have to ensure that they are
Objective :- To study the challenges and not compelled to work and schools are provided
opportunities of RTE act 2009 to them, along with residential facilities to
provide them with an appropriate environment to
Results and Discissions :- The right to education enable them to continue their education.
does not give you the right to learn whatever you 6. Children with disabilities will also be educated
want, wherever you want. The courts have ruled in the mainstream schools. Section (10) of the Act
that the right to education relates to the makes it the duty of the parents to ensure that
education system that already exists. There are so their children go to schools, without prescribing
many challenges in the implementation of RTE any punishment.
Act.
Conclusion :- To effectively implement the RTE
1. In 2019, an estimated 260 million children
Act, the Human Resource Development Ministry,
worldwide did not have access to school
Labour Ministry, Women and Child Development
education, and social inequality was a major
Ministry, Panchayati Raj Ministry and Rural
cause. [1]
Development Ministry have to work together to
reach towards this goal. School management
2. It has been observed that the Hindi speaking
committees should take it upon themselves to
states: Uttar Pradesh, Rajasthan, Madhya Pradesh
spread awareness about the Act at the
and Bihar have been the most half-hearted when
community level so that people are encouraged
it comes to implementation of the RTE (Right To
to send their children to school. “Education is the
Education) Act, despite the fact that most of out-
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most powerful weapon we can use to change the

world”, said Nelson Mandela. So it is important
for the country to nurture their children and
young talent with the right education, so that
India emerges as a strong and prosperous
country.
References :-
[1] Staufer, Brian (2020).

"With Millions Out of School, the Countdown
Begins to Get All Children into Quality, Accessible
Education"
2. https://www.education.gov.in ›
RTE Rules Maharashtra State.
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Dr. Ambedkar and his Views of Economics

Mrs. Pathrabe Deepali Ashok
Department of Economics, (Assistant Professor), GES, Arts, Commerce and
Science College, Shreewardhan, Dist-Raigad
Abstract :– Dr. Babasaheb Amdedkar was a civilian award the Bharat Ratna after his death.
world-class lawyer, social reformer and number
one world-class scholar as per the Ministry of Keywords :– Economic, Inequalities, Educated,
Social Justice, Government of India. He was Indians, Budget
considered to be the flag bearer of India’s Dalit
activism. Ambedkar the first Indian to pursue an Introduction :– Dr. Ambedkar is the first Ph.D.
Economics doctorate degree abroad, he is also holder in the Economics. He takes our doctorate
the first Ph.D in Economics and the first double qualification in the South Asia in a Economics
doctorate holder in Economics in South Asia. He area. He was expert economist person in the field
was also among the highest educated Indians of of the monetary issues of the country and
his generation. He starts our career was an overseeing financial issues of the nation during
economist, professor, and lawyer. Ambedkar’s the time. Dr. Ambedkar had recommended free
views on the rupee and on public finance were economy strategy such globalization,
responses to the raging economic problems of advancement and privatization as ahead of
the day and not all of his analysis may be relevant schedule as in 1923. From that point onward, the
today. But some of the principles he enunciated Indian government has actualized and accept this
such as that of price stability and of fiscal arrangement in September 1991. He had worried
responsibility remain relevant even today of all on the estimation of rupee must be kept stable
his academic publications, the one that has aged despite the fact that dispatch the free financial
best and has great relevance for contemporary strategy activity effectively in India. His view to
economic debates is a 1918 essay on farming and monetary structure is more essential in Indian
farm holdings published in the journal of the Economy. After finish the Second World War
Indian Economic Society. Ambedkar understood India has confronted numerous issues identified
that rising and persistent inequalities pose with the business, agriculture, etc. His strategy
fundamental challenges to the economic and was help to come up from that unfortunate
social well-being of nations and people His later casualty and was valuable to create ventures,
life was marked by his political activities; he improve agrobusiness, make work and build up
became involved in campaigning and negotiations the economy at Indian level, country level. Indian
for India's independence, publishing journals, government built up Recreation Committee
advocating political rights and social freedom for Council (RCC) by the and Dr. Ambedkar was an
Dalits, and contributing significantly to the individual from RCC. He was the President of
establishment of the state of India. In 1956, he Policy advisory group. The man who began the
converted to Buddhism, initiating mass arrangement for a finance commission each year
conversions of Dalits Basically, an economist and in the constitution was none other than Dr.
an educationist, Babasaheb Ambedkar is also Ambedkar. He put stock in the rule of Liberty,
known as the chief architect of the Constitution Equality and Fraternity which stretched out into
of India. He studied for a period of 21 years all segments of the all-general public work. Dr
across the world and did masters in 64 subjects. Ambedkar was quick to create water hotspots for
Apart from that, he was the first Indian to have quicker financial development of the nation even
done a doctorate. It is said that he knew 9 before Independence. At this time the
languages. He was conferred with India’s highest expenditure budgets were prepared by the
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provincial governments but the responsibility for economic connotations. It is the right or wrong
finding the ways and means for financing them depend on proportion of other factors of
resisted with east India company. This system is production to a suit of land that tender’s latter to
failure to the evolution of Provincial Finance. In the economic or uneconomic.
Provincial system, Dr. Ambedkar briefly explain
some systems namely Budget by assignment, Nationalization of Industry :- industrialization
Budget by assigned revenue, Budget by shared creates large- scale employment which in turn
revenue. Under this system Ambedkar discusses produces essential consumption goods for mass
the revenues and expenditure system and the consumption along with capital goods that saves
relationship related to financial responsibility in foreign exchange, utilizes raw materials on a
different departments. This led to the proper scale leading to an all-round development
establishment of Finance commission in India of the country. But the private sector industries
about the structure of revenue sharing between are unable to perform this task satisfactorily,
centre and state government. even if they did that only creates monopoly and
centralization of industries. Therefore, the
Objectives – government should come forward to take up
large scale industrial activities for the greater
1. To study of economics views of Ambedkar. societal and national interest. The small and
2. Studied about monetary policy. cottage industries should be kept in the private
3. To study about the Indian Economic System. sector. The insurance and transport
communications should be nationalized.
Monetary Economics :– Ambedkar argued that
the amount of Mercantile should be linked with Taxation :– The taxation policy of any country
the wheel of Nature and stated that the gold should lead to a fall in the standard of living of
exchange standard. currency is a major concern the people. Land revenue tax on Agricultural
for developing countries like India. Instead of income is unjustifiable. Ambedkar argued about
implementing the gold standard, he drafted the the abolition of Article 107 of the Land revenue
recommendations and had submitted it to The code and to bring Land revenue tax in the fold of
Royal Commission on Currency and Finance. income tax. He argued that the Indian tax system
if faulty due to the presence of high production
1. Stop the coinage of Rupees by absolutely tax, land revenue tax, excise duty and also it is
closing the mints to the Government as they based on the principle of Discrimination and
are to the public. inequality among various sections
2. Open a gold mine for the coinage of a
suitable coin. Conclusion :–
3. Fix a ratio between gold coin and the rupee
4. Rupee not to be convertible to Gold and gold 1. Ambedkar’s economics contribution is more
not to be convertible in Rupees, but both to important.
circulate as unlimited legal tender at a ratio 2. His views are useful in monetary policy.
fixed by law. 3. For improve agriculture policy his work is
more needful.
Agriculture and Poverty :– Ambedkar made 4. Taxation also improve the standard of living
extensive research on the problem of small
holding sector of agriculture. Ambedkar idea of Reference :-
economic holding is very different from the
standpoint of Consumption rather than from the 1. https://www.sociologygroup.com/research-
viewpoint of production and said in Economic on-ambedkar-and-his-economic/
Holding the more agriculture land is empty of all 2. Sabha, Rajya. "Alphabetical List of All
Members of Rajya Sabha Since 1952". Rajya
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Sabha Secretariat. Archived from the original 15. "A new show based on the life of Babasaheb
on 9 January 2010. Serial Number 69 in the Bhimrao Ambedkar to go on-air soon - Times
list of India". The Times of India. Retrieved 13
3. "Attention BJP: When the Muslim League March 2021.
rescued Ambedkar from the 'dustbin of 16. Ambedkar, B. R. (1979). Dr. Babasaheb
history'" Firstpost. 15 April Ambedkar, writings and speeches. Bombay:
2015. Archived from the original on 20 Education Dept., Govt. of Maharashtra
September 2015. Retrieved 5
September 2015.
4. https://rajyasabhahindi.nic.in/rshindi/constit
uent_assembly/constituent_assembly_main.
asp
5. Keer, Dhananjay (13 August 1971). Dr.
Ambedkar: Life and Mission. Popular
Prakashan. ISBN 9788171542376 – via
Google Books.
6. Jaffrelot, Christophe (2005). Dr Ambedkar
and Untouchability: Analysing and Fighting
Caste. London: C. Hurst & Co. Publishers.
p. 5. ISBN 1850654492.
7. Khairmode, Changdev Bhawanrao (1985). Dr.
Bhimrao Ramji Ambedkar (Vol. 7) (in
Marathi). Mumbai: Maharashtra Rajya
Sahilya Sanskruti Mandal, Matralaya. p. 245.
8. Jaffrelot, Christophe (2005). Dr Ambedkar
and Untouchability: Analysing and Fighting
Caste. London: C. Hurst & Co. Publishers.
pp. 76–77. ISBN 978-1850654490.
9. Khairmode, Changdev Bhawanrao (1985). Dr.
Bhimrao Ramji Ambedkar (Vol. 7) (in
Marathi). Mumbai: Maharashtra Rajya
Sahilya Sanskruti Mandal, Matralaya. p. 273.
10. .Archived from the original on 2 March 2019.
Retrieved 21 September 2019.
11. http://www.columbia.edu/itc/mealac/pritch
ett/00ambedkar/timeline/1920s.htmlArchive
d 17 December 2018 at the Wayback
Machine
12. https://www.thebetterindia.com/95923/bhi
mrao-ambedkar-father-indian-constitution-
little-known-facts-life/
13. Nelson, Dean (14 April 2015). "B.R.
Ambedkar, a hero of India's independence
movement, honoured by Google
Doodle". Telegraph.co.uk. Archived from the
original on 5 January 2016.
14. "A new TV show on B.R.Ambedkar raises
questions of responsible representation".
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Impact of Global Warming on Ecosystem
Zubber Ahamed
Assistant Professor, Department of Geography, Dewan Abdul Gani College
Abstract :- Global warming and the ecosystem This has adversely affected various organic and
are two global issues. Rising temperatures around inorganic elements.
the world are affecting large ecosystems. So no
specific area was selected to perform the Objectives :-
research work. This topic has been selected to [1] To know about the origins of the Ecosystem.
discuss the effects of global warming on the [2] To discuss the ill effects of global warming on
ecosystem as a whole and ways to control global the ecosystem.
warming. A small amount of primary data has [3] To discuss how to protect the ecosystem by
been collected with the help of observation reducing the level of global warming.
methods and most of the secondary data has
been used. As a result of this research work, a Methodology :- A small amount of primary data
large number of plants and animals are facing has been collected with the help of observation
extreme crisis due to global warming. Ecosystems methods to carry out this research work. More
can be protected by reducing global warming if than 20 ponds and Jaldapara forest, Garumara
government and non-government initiatives are forest, Sapnikala forest, Kulik bird sanctuary,
taken and people are aware. Adina forest, Sundarbans region and coastal areas
of Digha and Orissa have been visited to collect
Keywords :- Global warming, Ecosystem, primary information. A lot of information has
Greenhouse gas, Cfc, Food Chain. been collected about the organic and inorganic
elements of ponds and forest areas. Where to
Introduction :- Only one of the various planets in talk to the locals to find out information about
the solar system has a favourable climate for the the animals and plants living in the pond. Various
birth, growth and development of the plant and books, magazines, journals, newspapers and
animal world. This is why the plant and animal internet have been used to collect secondary
world exists on earth. All other planets have not information.
been able to develop any kind of animals or
plants due to excessive cold or excessive warmth. Concept of Global Warming and Ecosystem :-
Due to the favourable climate of the earth has The average global temperature is constantly
created a variety of organic and inorganic rising due to the Chlorofluorocarbon
elements. All these organic and inorganic concentration of various greenhouse gases such
elements have developed through the interaction as carbon dioxide, methane, carbon, Ozone,
between themselves and the natural nitrous oxide, water vapor, etc. in the lower
environment of the region. Based on this layers of the atmosphere. The increase in average
ecological relationship, many plants and animals temperature around the world is known as global
have existed on earth for billions of years. But in warming. According to scientists, the average
the past, the climate of the world has changed temperature of the earth increased by 0.5°C
again and again, and nowadays, after the between 1800-1900 and the average
industrial revolution, as a result of the various temperature of the earth increased by 1°C
socio-economic activities of human beings, the between 1900-2000. Their forecast is that if
species of plants and animals in the world have temperatures continue to rise at this rate,
changed a lot. The average global temperature is temperatures will rise by 3.5°C by 2050. The
rising as a result of various natural phenomena average temperature is rising due to the increase
and greenhouse gas emissions around the world. in greenhouse gases as a result of various natural
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and unscientific socio-economic activities around in raising the temperature is mentioned.

the world. The role of different greenhouse gases
Greenhouse Gas Effects on Global Warming in Longevity (Year)
percentage
Methane 18 12
Chlorofluorocarbon 14 100
Ozone 7 -
Nitric oxide 6 114
H2O 6 -
Figure-1. Temperature increasing tendency.

The biosphere is made up of birth, was unknown to humans. There is a lot of
Lithosphere, atmospheres and Hydrosphere. The information about plants and animals in the
relationship between the various organic and Palaeozoic, Mesozoic and Cenozoic periods of the
inorganic elements in this biosphere and the Phanerozoic era. During this time the Earth's
interaction with the natural environment of that climate has changed many times which has had a
region is Known Ecosystem.The whole system direct impact on the ecosystem. In the
including not only the organism complex but also Carboniferous era, there were huge wetlands in
the whole complex of physical factor was written the interior of the countries. But later, when the
by A.G. Transley, in the journal Ecology (1935). plants were crushed by the sediment, the
Ecosystems are of two types. Territorial ecosystem collapsed. After the advent of arid
Ecosystem and Aquatic Ecosystem. Forests, climate in the Permian era about 280 million
grasslands, deserts and polar ecosystems belong years ago today after adverse effects on the
to the Territorial ecosystem and ponds, rivers, ecosystem. The Himalayas, the Pinariz, the Andes
reservoirs and oceans belong to the Aquatic and the Alps originated in the Cenozoic era and
ecosystem. affected the ecosystem. The ice age appeared in
the Pleistocene period about 10 million years ago
Effects of Global Warming on Ecosystem :- It is today. During this time many plants and animals
not just the global ecosystem that is being are almost extinct which deeply affects the
damaged at the present time. There is a lot of ecosystem. If we look at the long history of the
geographical evidence that climate change on earth, we can see that the temperature of the
Earth has changed the character of the whole world has remained very stable for the last 2000
ecosystem many times in the past. The history of years. This episode marks the intermediate
animals created in the Cryptozonic era, which warmth period at 900-1300 A.D. and the tiny Icc
spanned nearly 4,000 million years from Earth's
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Age in Greenland in the 14th to 19th centuries. capacity of various species of animals, including
The world's average temperature has risen 4 ° C humans, is declining. Due to the high
since the Pleistocene era. As a result of this temperature, the photosynthesis and respiration
increase in temperature, the ice in the highlands process of plants is being disrupted.
and the polar regions melts into water and falls
into the sea, affecting the ecosystems of the Suggestions :- The main reason for the increase in
coastal areas. As the sea level rises, the salt water temperature around the world is the high
of the sea enters the river, which causes emissions of greenhouse gases. So the level of
problems in the ecosystem of the river. The global warming can be reduced by preventing the
destruction of coastal mangrove forests is the emission of all these gases.
destruction of wildlife. As the result of rising sea 1.Carbon dioxide emissions can be reduced by
using alternative fuels by reducing the use of coal,
mineral oil, gas, etc.
2. People should be encouraged to use solar
energy, wind energy, tidal energy, geothermal
energy, etc. The use of this unconventional
energy will reduce the level of environmental
pollution as well as the cost of using energy.
3. CFC and Halon gas emissions need to be
controlled very soon.
4. Increase the use of organic fertilizers instead of
nitrogen fertilizers in the land which will reduce
the amount of nitrous oxide in the atmosphere
and increase agricultural production.
water temperature 5. In order to prevent the emission of methane
gas from the garbage and paddy fields, the roots
of the rice plants and the piles of garbage should
be burnt before rotten.
6. People need to be made aware of the harmful
effects of greenhouse gases and global warming,
both publicly and privately.
7. Excessive deforestation is required. Because
forests absorb large amounts of carbon dioxide
from the atmosphere and protect animals from
harm.
8. Many international meetings, conferences and
Fig-2Temperature change in last 50 years. Fig3. agreements have been signed so far to prevent
Temperature increase in ocean and surface global warming and the greenhouse effect.
phytoplankton, zooplankton, coral reefs
are destroyed. When the salt water of the sea Conclusion :- Both warmth and ecosystem are
enters the agricultural field, the agricultural needed to maintain the existence and beauty of
production decreases. Coastal people are the earth. But excessive warming destroys the
displaced. According to UNO estimates, about 50 ecosystem! And the reason for the increase in
million people living along the coast will be this extra warmth is the unconsciousness of man
ecologically displaced in the next few years. Rising and the abundance of luxury that puts the flora
temperatures around the world are changing the and fauna of the world in extreme crisis. Ecology
water cycle. Droughts and floods are occurring is a very sensitive issue. Different nutrient levels
due to heavy rains and droughts. Reproductive depend on each other through the food chain. If
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2021
any one of these different nutrient layers is p. 45: Climate change is playing an increasing
destroyed then the whole ecosystem breaks role in determining wildfire regimes
down. alongside human activity (medium
confidence), with future climate variability
References :- expected to enhance the risk and severity of
wildfires in many biomes such as tropical
 Lal,D.S.(2020),Climatology,Sharda Pustak rainforests (high).
Bhawan,Allahabad
 Hazra,J., and Banik,G.C.,(2018),Adhunik
Abohawa o Jalabayu biggyan,Navodaya
Publication,Kolkata

th
Retrieved on 15 June from
https://climate.nasa.gov/resources/global-
warming-vs-climate-change

th
Retrieved on 15 June from
https://www.nrdc.org/stories/global-
warming-101
 USGCRP Chapter 3 2017 Figure 3.1 panel 2,
Figure 3.3 panel 5.
 IPCC AR5 WG1 Summary for Policymakers
2013, p. 4: Warming of the climate system is
unequivocal, and since the 1950s many of
the observed changes are unprecedented
over decades to millennia. The atmosphere
and ocean have warmed, the amounts of
snow and ice have diminished, sea level has
risen, and the concentrations of greenhouse
gases have increased; IPCC SR15 Ch1 2018, p.
54: Abundant empirical evidence of the
unprecedented rate and global scale of
impact of human influence on the Earth
System (Steffen et al., 2016; Waters et al.,
2016) has led many scientists to call for an
acknowledgment that the Earth has entered
a new geological epoch: the Anthropocene.
 Olivier & Peters 2019, pp. 14, 16–17, 23.
 Scientific Consensus: Earth's Climate is
Warming". Climate Change: Vital Signs of the
Planet. NASA JPL. Archived from the original
on 28 March 2020. Retrieved 29 March
2020.; Gleick, 7 January 2017.
 IPCC SRCCL 2019, p. 7: Since the pre-
industrial period, the land surface air
temperature has risen nearly twice as much
as the global average temperature (high
confidence). Climate change... contributed to
desertification and land degradation in many
regions (high confidence).; IPCC SRCCL 2019,
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2021
Emerging Technologies and Education

Nushrat Perween
Research Scholars, Philosophy, Magadh University Bodh Gaya, Bihar
oÙkZeku le; esa vkus okys vkS|ksfxdj.k dh og lHkh lqfo/kk,¡ çkIr gksrh gSA tks muds loksZxh.k
çfØ;k esa f'k{kk dh vge Hkwfedk j[krk gSA f'k{kk ds fodkl ds fy, vko';d gksrh gSA ml fo'o ds
}kjk fofHkUu çdkj ds dkS'kyksa dk fodkl fd;k tk ekuo tkfr dks rFkk Nk=ksa dks mudh :fp ds
jgk gSA vkS|ksfxdj.k dh çfØ;k mu ns'kksa esa vPNh vuqlkj dk;Z rFkk O;olk; fey ldrk gSA
gksrh gS] tgk¡ f'k{kk dk Lrj mPp gksrk gSA
çkd`frd lalk/kuksa dk loksZÙke mi;ksx rFkk
vkS|ksfxdj.k dk çeq[k mís'; f'k{kk ds i'pkr~
j[k&j[kko o Kku ekuo dks rc&rd ugha gks
O;kolkf;d ,oa rduhdh ftuds vUrxZr yksx iqjkuh
ldrkA tc rd mudks f'k{kk çkIr u gksA f'k{kk ds
i)fr;ksa dkss R;ksx dj vkSj muds LFkku ij u;s
ek/;e ls gh fofo/k çkd`fr lalk/kuks dks mi;ksx dk
i)fr;ksa dks viukdj thou vf/kd ljy] vf/kd
Kku gksrk gSA blds mijkUr gh mudks loksÙke
mRikn rFkk vf/kd ykHk çkIr djus dk ç;Ru dj
mi;ksx m|ksx }kjk lEHko gks ldrk gSA bl çdkj
jgs gSA vkS|ksfxdj.k çfØ;k ds vUrxZr lkekftd]
f'k{kk ,oa vkS|ksfxdj.k dk lefUo; :i gh jk"Vªh;
vkfFkZd /kkfeZd vkSj xzkeh.k bR;kfn thou esa O;oLFkk
fodkl dk ekxZ [kkstk tk ldrk gSA ftuesa fdlh
dks ifjorZu fd;k tk jgk gSA
ekuo dh gkfu u gks] u jk"Vª dh gkfu gks] u
fo'o esa vkt tks Hkh vkfFkZd ifjorZu i;kZoj.k dh O;oLFkk [kjkc gksA Je dk mfpr
ns[kus dks fey jgs gSA muesa vkS|ksfxdj.k dk mi;ksx f'k{kk ds ek/;e ls lEHko gks ldrk gSA vkSj
egRoiw.kZ LFkku gSA vkS|ksfxdj.k dh çfØ;k ges u mRiknu esa o`f) Hkh dj ldrk gS vkSj de Je ls
dsoy u;s&u;s mRikn gh fn, gSA cfYd dke djus vf/kd Qy çkIr dj ldrk gSA vkS|ksfxdj.k ls
dk lqO;ofLFkfr rjhds Hkh fn, gSA djhc nks lkS lky u;k Jfed oxZ mRiUu gqvk gSA ;g oxZ vR;f/kd
igys T;knkrj yksx [ksrh djrs Fks vkSj T;knkrj n;uh; voLFkk esa gSA buds vfèkdkjksa dh j{kk djuk
mRikn Hkh bUgh ls gksrk FkkA ysfdu vkt jkT; dk mÙkjnkf;Ro gSA Jfed dY;k.k osru] Nqêh]
okLrfodrk ;g gS fd fo'o ds fodflr ns'kksa ds dke ds ?k.Vs fu;qfä vkfn ls lEcfU/kr vusd
T;knkrj yksx Je dh txg e'khuksa ij fuHkZj vkSj vf/kfu;eksa dks vkt ljdkj dks] ikl djuk iM+rk
de esgur djds thou O;oLFkk dks csgrj cuk jgs gSA dsoy bruk gh ugha] turk ds vkfFkZd fgr dh
gSA vkS|ksxhdj.k dh vko';drk f'k{kk esas uohu vf/kdÙke j{kk ds fy, jkT; vusd m|ksxksa dk
Lo:i çnku fd;k gS rFkk m|ksxksa ds fodkl ds fy, jk"Vªhdj.k dj jgk gSA
rduhdh f'k{kk dh vko';drk vuqHko dh tk jgh
gSA blfy, lekt esa f'k{kk ,oa m|ksx nksuksa gh
vko';drk gSA f'k{kk ds vHkko ds fcuk ekuo ,d
i'kq le>k tkrk gSA lkekU; :i ls ,d jk"Vª dks  vkS|ksfxdj.k dh çeq[k fof'k"Vrk jk"Vªh; O;kikj
loZçFke f'kf{kr gksuk vko';drk gSA f'k{kk ds }kjk vkSj m|ksxksa esa gksus okyhs Hkkjh o`f) gqbZ gSA
gh fofoèk {ks=ksa esa m|ksxksa dks loksZÙke :i ls  vkS|ksfxdj.k ds dkj.k oSKkfud n`f"Vdks.k
fodflr fd;k tk ldrk gSA Agriculture ds fodflr gqvk rFkk çkphu ekU;rk,¡ /oLr gqbZ
Development esa f'k{kk }kjk gh fodkl dh fLFkfr gSA
mRiUu gksrh gSA çkphu le; esa d`f"k gy cSyksa ls  vkS|ksfxdj.k iw¡thokn dk tud gSA buds
dh tkrh Fkh oÙkZeku le; esa d`f"k VªSDVj ,oa vU; QyLo:i Jfed oxZ ekU;rk,¡ èoLr gqbZ gSA
midj.kksa ds ek/;e ls dh tk jgh gSA ftu jk"Vª ;k  vkS|ksfxdj.k iw¡thokn dk tud gSA buds
ns'k dh f'k{kk dk Lrj mPp gSA mu jk"Vªkas dk thou QyLOk:i Jfed oxZ ekU;rk,¡ /oLr gksrh tk
Lrj Hkh mPp gksrk gS] D;ksfa d vkS|ksfx fodkl dh jgh gSA
fLFkfr loksÙke :i esa gksrk gSA çR;sd O;fdr dks  vkS|ksfxdj.k ds rhoz xfr ls lLrs vkSj cM+s
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iSekus esa mRiknu ij cy fn;k gSA fo'o ds lkeus vkfFkZd :i ls l'kä ns'k cusA
 vkS|ksfxdj.k ds vk/kkj ij vf/kd O;fDr vk; ftuds tho tkfr dk LokLFk Hkh cuh jgs vkSj gekjk
vkSj jk"Vªh; vk; esa o`f) gks jgh gS] tks vf/kd Hkkjr ,d folky ns'k cusA
fodkl dk ifjpk;d gSA
 vkS|ksfxdj.k çkd`frd lalk/kuksa ds vf/kdÙke
;kstukc) ij cy nsrk gSA
 vkS|ksfxdj.k ds dkj.k jk"Vª esa u;s&u;s m|ksxksa
dh LFkkiuk rhoz xfr ls gksrh gSA
 vkS|ksfxdj.k ekuoh; 'kfDr dh vis{kk e'khuh
'kfDr ij cy nsrk gSA
 vkS|ksfxdj.k ds dkj.k jk"Vª esa u;s&u;s m|ksxksa
dh LFkkiuk rhoz xfr ls gksrh gSA
 vkS|ksfxdj.k ekuoh; 'kfDr dh vis{kk e'khuh
'kfDr ij cy nsrk gSA
 vkS|ksfxdj.k dh çeq[k fo'ks"krk Je&foHkktu
vkSj fof'k"Vhdj.k gSA
 vkS/kksfxdj.k esa e'khuksa dk lapkyu dks;yk]
[kfut rsy vFkok fo|qr&'kfDr }kjk fd;k
tkrk gSA
bl çdkj ekuo viuh cqf) vkSj
fopkj'khyrk 'kfDr ls viuh leLr dkeukvksa dks
ldkj :i fn;k gSA euq"; dh blh lksp fopkj/kkjk
us ekuo dks tSls ia[k yxk fy, gSA vkSj og fujarj
uohu vuqla/kku o vfo"dkj dj jgk gSA lQyrkvksa
us muds lkgl dks pkSxquk dj fn;k gSA bl çdkj
vkt oSKkfud çxfr rhozrk ds dkj.k vkS|ksfxdj.k
dh çfØ;k bruh rhoz gks xbZ gS fd mls okrkoj.kh;
lkeatL; çnwf"kr gks xbZ gSA vkS|ksfxdj.k fodkl dk
lcls vf/kd çHkko egkuxjksa ,oa vU; /kuh vkcknh
okys 'kgjksa esa ns[kus dks feyrk gSA 'kgjksa ,oa
egkuxjksa esa tula[;k dk ?kuRo vf/kd gksus ds
dkj.k okguks]a xkfM+;ksa vkfn dh la[;k cgqr rsth ls
o`f) gqbZ gSA ftuds dkj.k /kw,¡ esa dkcZu eksuks
vkWDlkbZM tSlh fo"kSyh xSl fudyrs gSA tks gekjh
'okl çfØ;k esa ck/kd gksrh gSA blds dkj.k ls
vusd chekfj;k¡ tUe ysrh gSA
mijksDr foosnpuk ls ;g Li"V gksrh gS fd
vkS|ksfxdj.k ,oa f'k{kk ds ek/;e ls fo'o dk
fodkl gqbZ gSA vFkZO;oLFkk esa çxfr gqbZ gSA
vkS|ksfxdj.k ,oa f'k{kk ds ek/;e ls Hkkjr esa fodkl
egRoiw.kZ ;ksxnku fn;k gSA ysfdu vkS|ksfxdj.k ds
ek;us rc rd okLro esa lkFkZd ugha gksx a s] tc rd
gj gkFk dks u dsoy jkstxkj feys cfYd] Hkkjr
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lgk;d izk/;kid ¼vFkZ’kkL=½] ’kkldh; Vh-lh-,y- LukrdksRrj] egkfo|ky; tkatxhj] ftyk&tkatxhj pkEik ¼N-x-½
f’k{kk uhfr fdlh Hkh jk"Vª dh ewyHkwr ubZ f’k{kk uhfr 2020 ds
vko’;drk gksrh gSA ftlesa vrhr dk fo’ys"k.k] y{;ksa ,oa fl)karks ds ckjs esa tkuukA
orZeku dh vko’;drk rFkk Hkfo"; dh laHkkouk,a
fufgr gksrh gSA ubZ f’k{kk uhfr dk ykxw gksuk f’k{kk f}rh;d leadks ij vk/kkfjrA
ds {ks= esa ,sfrgkfld] lkgfld ,oa nwjxkeh
n`f"Vdks.k okyk dk;Z gSA uhfr ds lHkh izko/kkuksa dks f’k{kk iw.kZ ekuo {kerk dks izkIr djus]
ykxw djus dh ,d le; lhek r; dh x;h gSA U;k;laxr lekt ds fodkl vkSj jk"Vªh; fodkl dks
djhc 75 izfr’kr izko/kkuksa dks 2024 rd ykxw djus izksRlkgu nsus ds fy, ewyHkwr vko’;drk gSA vxys
dk y{; gSA ’ks"k izko/kku o’kZ 2035 rd pj.kc) n’kd esa Hkkjr fo’o dk lcls ;qok tula[;k okyk
rjhds ls ykxw fd, tk;sxAsa vkt Hkkjr Kku] foKku] ns’k gksxkA bu ;qokvksa dks mPprj xq.koRrkiw.kZ
lwpuk izkS|ksfxdh ,oa rduhd ds {ks= esa rsth ls ’kSf{kd volj miyC/k djkuk gh gksxkA jkstxkj vkSj
vkxs c<+ jgk gSA dkS’ky ds vk/kkj ij vkRefuHkZj oSf’od ikfjfLFkfrdh esa rhoz xfr ls vk jgs ifjorZuks
Hkkjr ds ladYi esa ubZ f’k{kk uhfr izHkkoh gksxh vkSj dh otg ls ;g vko’;d gks x;k gS fd cPpks dks
;g u, Hkkjr dh uhao fl) gksxhA tks dqN fl[kk;k tk jgk gS] mls rks lh[ksa gh] lkFk
gh lrr~ lh[krs jgus dh dyk Hkh lh[ksA blfy,
ubZ f’k{kk uhfr esa ckfydkvksa vkSj efgykvksa f’k{kk esa fo"k;oLrq dks c<+kus dh txg bl ckr ij
dh f’k{kk esa fgLlsnkjh c<+kus ds fy, dqN izko/kku vf/kd /;ku nsus dh t:jr gS fd cPps] leL;k
fd, x, gSA ftls ts.Mj lekos’kh dks’k dh LFkkiuk lek/kku vkSj rkfdZd ,oa jpukRed :i ls lkspuk
,d u;k vkSj Økafrdkjh dne gSA ubZ f’k{kk uhfr esa lh[ksAa
;g vuqHko fd;k x;k gS fd lkekftd vkfFkZd :i
ls fiNM+s gq, lewgksa esa vk/kh la[;k efgykvksa dh gS] 2040 rd Hkkjr ds fy, ,d ,slh f’k{kk
blfy, fo’ks"k :i ls bu lewgksa dh efgykvksa dh iz.kkyh dk y{; gksuk pkfg, tgka fdlh Hkh
xq.koRrkiw.kZ f’k{kk ij fo’ks"k /;ku fn;k x;k gSA lkekftd vkSj vkfFkZd i`"BHkwfe ls laca/k j[kus okys
ckfydkvksa efgykvksa dh f’k{kk esa jkLrs esa vkus okyh fo|kfFkZ;ksa dks leku :i ls loksZPp xq.koRrk dh
ck/kkvksa vkSj leL;kvksa ij ubZ f’k{kk uhfr es fopkj f’k{kk miyC/k gksA
fd;k x;k gSA
;g 21oha ’krkCnh dh
ts.Mj lekos’kh dks’k jkT;ksa ds fy, izFke f’k{kk uhfr gSA ftldk y{; ns’k ds fodkl ds
miyC/k djk;k tk;sxk] ftlls mudks ,slh uhfr;ks]a fy, vfuok;Z vko’;drkvksa dks iwjk djuk gSA
;kstukvksa dks ykxw djus esa lgk;rk feysxh] ftlls izkphu vkSj lukru Hkkjrh; Kku vkSj fopkj dh
efgykvksa dks fo|ky; ifjlj esa vf/kd lqj{kkiw.kZ le`) ijEijk ds izdk’k esa ;g uhfr rS;kj dh xbZ
vkSj LokLF; okrkoj.k fey ldsA tSls & ifjlj esa gSA
efgykvksa ds fy, ’kkSpky; LFkkfir djuk] LoPNrk
1986 dh jk"Vªh; f’k{kk uhfr esa la’kks/ku
ls lacaf/kr vU; lqfo/kk,a iznku djuk Ldwy
1992 esa fd;k x;k vfuok;Z f’k{kk vf/kfu;e 2009
vkus&tkus ds fy, lkbfdy nsuk] Qhl u Hkj ikus
ds ckn jk"Vªh; f’k{kk uhfr 2020 ?kksf"kr dh xbZA
dh fLFkfr esa muds vfHkHkkodksa dks l’krZ uxn
gLrkarj.k djuk] ftlls xjhch ds dkj.k mUgs Ldwy
NksMus ij etcwj u gksuk iMsA+
 izR;sd cPps dh fof’k"V {kerkvksa dh Lohd`fr]
ubZ f’k{kk uhfr ds ewyHkwr fl)kar]
igpku vkSj muds fodkl gsrq iz;kl djukA
ubZ f’k{kk uhfr dh vko’;drk
 cqfu;knh lk{kjrk vkSj la[;k Kku dks lokZf/kd
80
2021
izkFkfedrk nsukA lekos’kh vkSj leku xq.koRrk;qDr f’k{kk lqfuf’pr

 yphykiu] ftlls fo|kFkhZ viuh izfrHkk vkSj djus vkSj thoui;ZUr f’k{kk ds voljks dks izksRlkgu
:fp;ksa ds vuqlkj thou esa viuk jkLrk pqu nsus dk y{; gSA
ldsA
ubZ uhfr dk fotu gh ,slh f’k{kk iz.kkyh
 ikB~;Øe vkSj ikB~;Rs rj xfrfof/k;ksa ds chp
fodflr djuk gS] ftlesa Hkkjrh; ijEijkvksa vkSj
lac)rk gksA
ewY;ksa dks txg feysA bldk mn~ns’; ,slh
 cgqfo’k;d lexz f’k{kk dk fodkl djukA lerkoknh vkSj mPp xq.koRrk okyh f’k{kk iz.kkyh
 vo/kkj.kkRed le> ij tksjA cukuk gS ftlls ,d Kku vk/kkfjr lekt dk
 jpukRed vkSj rkfdZd lksp dk fodkl djuk fuekZ.k gksA blesa izkphu Kku ls ysdj vk/kqfud Kku
ftlls uokpkjks dks izksRlkgu feysA dks lfEefyr fd;k x;k gSA bl uhfr esa lHkh
 uSfrdrk] ekuoh; vkSj laoS/kkfud ewY;ks dk fo|kfFkZ;ksa dks pkgs mudk fuokl LFkku dgh Hkh gks]
fodkl djukA mUgs xq.koRrkiw.kZ f’k{kk iznku djuh gksxhA gkf’k, ij
 cgqHkk"kk f’k{kk iz.kkyh viukuk] ftlls v/;;u] jg jgs leqnk;ks]a oafpr vkSj vYi izfrfuf/kRo okys
v/;kiu dk;Z esa Hkk"kk dh 'kfDr dks igpku lewgksa ij vf/kd /;ku nsus dh vko’;drk gsA
fey ldsA
ubZ f’k{kk uhfr 2020 ds varxZr 3 o"kZ ls
 LFkkuh; lanHkZ dh fofo/krk vkSj LFkkuh; ifjos’k 18 o"kZ rd ds cPpksa dks f’k{kk dk vf/kdkj dkuwu
ds fy, ,d lEekuA 2009 ds varxZr j[kk x;k gSA 34 o"kksZ i’pkr~ bl
 lHkh ’kSf{kd fu.kZ;ksa dh vk/kkjf’kyk ds :i esa ubZ f’k{kk uhfr dk mn~n’s ; lHkh Nk=ksa dks mPp
iw.kZ lerk vkSj lekos’kuA f’k{kk iznku djuk gS ftldk y{; 2025 rd iwoZ
 lHkh Lrjks ds f’k{kk ikB~;Øe esa lkeatL;A ek/;fed f’k{kk ¼3&6 o"kZ dh vk;q lhek½ dks
 f’k{kdksa vkSj ladk; dks lh[kus dh izfØ;k dk lkoZHkkSfed cukuk gSA
dsUnz ekuukA
5$3$3$4 esa 5 dk vFkZ gS rhu o"kZ izh
 xq.koRrkiw.kZ f’k{kk vkSj fodkl ds fy, mRd`"V
Ldwy d{kk 1 d{kk 2 mlds ckn ds 3 dk vFkZ gS &
Lrj ds ’kks/k dk fodkl djukA
d{kk 3] 4] 5 mlds ckn ds 3 dk vFkZ gS & d{kk 6]
 Hkkjrh; tM+ksa vkSj xkSjo ls ca/ks jgukA 7] 8 vkSj vkf[kjh dk vFkZ gS d{kk & 9] 10] 11] 12
 xq.koRrkiw.kZ f’k{kk rd izR;sd cPps dh igqap
 ,d etcwr] thoar] lkoZtfud f’k{kk iz.kkyh esa vFkkZr~ vc f’k{kk ds vf/kdkj dk foLrkj
i;kZIr fuos’k] thou dkS’ky] vFkkZr~] vkilh gksxk vc bls 3 o"kZ ls 18 o"kZ ds cPpksa ds fy, ykxw
laokn] lg;ksx] lkewfgd dk;ksZ dks izksRlkgu fd;k x;k gSA d{kk 5 rd ekr`Hkk"kk@LFkkuh; Hkk"kk
f’k{kk dks ljy ,oa lqyHk cukus ds fy, esa i<+kbZ djkbZ tk;sxhA
rduhd ij tksj nsukA
cksMZ ijh{kk nks ckj gksxkA ijh{kk dk Lo:i cnydj
mPprj f’k{kk euq"; rFkk vc Nk=ksa dh {kerkvksa dk vkWdyu fd;k tk;sxkA
lkekftd dY;k.k ds fodkl esa lgk;d gSA ,d
jk"Vª ds vkfFkZd fodkl vkSj jkstxkj dks LFkkf;Ro xzstq,’ku esa 4 o"kZ dk ikB~;Øe jgsxkA
nsus esa mPprj f’k{kk egRoiw.kZ ;ksxnku nsrh gSA igys o"kZ esa dkslZ NksM+us ij lfVZfQdsV feysxk] nwljs
bDdhloha lnh ds vko’;drkvksa dks ns[krs gq, o"kZ ds ckn ,Mokal lfVZfQdsV] rhljs o"kZ ds ckn
xq.koRrkiw.kZ mPprj f’k{kk dk mn~n’s ; vPNs fMxzh pkj o"kZ ds ckn ’kks/k ds lkFk fMxzh feysxhA
fpUru’khy cgqe[q kh izfrHkk okys jpukRed O;fDr;ksa
LukrdksRrj esa 3 rjg ds fodYi gksxsa &
dk fodkl djuk gksuk pkfg,A
¼1½ nks o"kZ dk ekLVlZ muds fy, ftUgksus 3 o"kZ dk
ubZ f’k{kk uhfr esa 2030 ds fodkl mn~n’s ; fMxzh dkslZ fd;k gSA ¼2½ ,d o"kZ dk ekLVlZ ftUgksus
dks /;ku esa j[kk x;k gSA blesa mPprj f’k{kk dks pkj o"kZ ’kks/k ds lkFk fMxzh dkslZ fd;k gSA ¼3½ 5
vf/kd lekos’kh cuk;k x;k gSA ftlesa lHkh ds fy, o"kZ dk lesfdr dk;ZØe& ftles Lukrd rFkk
81
2021
LukrdksRrj ,d lkFk gksxkA djuk gSA
ih-,p-Mh- ds fy, vfuok;Zrk gksxh & pkj ubZ f’k{kk uhfr ,d u, ikB~;Øe vkSj
o"kZ dh fMxzh ’kks/k ds lkFkA ,e- fQy- dks ubZ f’k{kk f’k{kk dh lajpuk ds xBu dh dYiuk djrh gS tks
uhfr esa can djus dk izko/kku gSA Nk=ks dks lh[kus ds fofHkUu pj.kksa esa enn djsxhA
f’k{kk dks ’kgjh ls ysdj xzkeh.k {ks=ks esa lHkh rd
ubZ f’k{kk f’k{kk uhfr 2020 ljdkj }kjk 29 igqapkus ds fy, fo|eku f’k{kk iz.kkyh esa ifjorZru
tqykbZ 2020 dks ?kksf"kr fd;k x;kA ;g uhfr fd;k tkuk pkfg,A
varfj{k oSKkfud ds- dLrwjhjaxu dh v/;{krk okyh
lfefr dh fjiksVZ ij vk/kkfjr gSA ubZ f’k{kk uhfr dk eq[; mn~n’s ; ,d
cPps dks dq’ky cukus ds lkFk&lkFk ftl Hkh {ks= esa
og :fp j[krk gS ml {ks= esa mUgs izf’kf{kr djuk
gSA bl rjg lh[kus okys vius mn~n’s ; vkSj viuh
1- blds varxZr o"kZ 2030 rd ldy ukekadu {kerkvksa dk irk yxkus esa l{ke gksrs gSA f’k{kkfFkZ;ksa
vuqikr ¼Gross Enrolment Ratio½ ¼GER½ dks ,dhd`r f’k{k.k iznku fd;k tkuk gSA f’k{kd dh
dks 100% ykus dk y{; j[kk x;k gSA f’k{kk vkSj izf’kf{k.k izfØ;kvksa ds lq/kkj ij Hkh tksj
2- f’k{kk {ks= ij ldy ?kjsyw mRikn ds 6% Hkkx fn;k x;k gSA
dks O;; djus dk y{; j[kk x;k gSA
3- ekuo lalk/ku izca/ku ea=ky; dk uke ifjofrZr orZeku f’k{kk iz.kkyh o"kZ 1986 dh
dj f’k{kk ea=ky; dj fn;k x;k gSA orZeku f’k{kk uhfr ds fd, x, ifjorZuksa dk ifj.kke
4- ikapoh d{kk rd dh f’k{kk esa ekr`Hkk"kk@LFkkuh; gSA bls f’k{kkFkhZ vkSj ns’k ds fodkl dks izksRlkgu
Hkk"kk dks f’k{kk ds ek/;e ds :i esa viukus ij nsus ds fy, ykxw fd;k x;k gSA ubZ f’k{kk uhfr
cy fn;k x;kA lexz fodkl ij dsfUnzr gSA
5- ubZ f’k{kk uhfr esa ;g Hkh dgk x;k gS fd
lkekftd vkSj vkfFkZd :i ls oafpr lewgksa esa f’k{kk ,d leorhZ fo"k; gSA izLrkfor lq/kkj
Nk=ks ds fy, eq¶r Nk=koklksa dk fuekZ.k fd;k dsoy dsUnz vkSj jkT;ksa }kjk lg;ksx ls ykxw fd,
tk;sxk] ftuesa ckfydkvksa dh lqj{kk dk iwjk tk ldrs gSA f’k{kk dh lkoZHkkSfedrk ds fy, iz;kl
/;ku j[kk tk;sxkA djuk iM+x s kA lkekftd vkSj ’kSf{kd :i ls oafpr
6- ubZ f’k{kk uhfr ds varxZr 2030 rd Ldwyh cPpksa dh f’k{kk dks izksRlkgu nsus ds fy, lekos’kh
fuf/k;ksa dk fuekZ.k djuk gksxkA O;olkf;d izf’k{k.k
f’k{kk esa 100% GER ds lkFk iwoZ fo|ky; ls
dks izHkkoh cukus ds fy, f’k{kk dkS’ky vkSj Je
ek/;fed fo|ky; rd f’k{kk dk lkoZHkkSehdj.k
ea=ky; ds chp ?kfu"B leUo; gksuk pkfg,A rc gh
fd;k tk;sxkA 10$2 ds iSVuZ ds LFkku ij
f’k{kk uhfr dk Hkfo"; mTtoy gks ldrk gSA
5$3$3$4 dk iSVuZ viuk;k tk;sxkA
7- f’k{kd fo|kFkhZ vuqikr & izR;sd Ldwy esa
f’k{kd fo|kfFkZ;ksa dk vuqikr 30 % 1 ls de From Internet -
gksA lkekftd vkfFkZd :i ls oafpr cPpksa dh 1- jk"Vªh; f’k{kk uhfr 2020] ekuo lalk/ku] fodkl
vf/kdrk okys {ks=ksa esa ;g vuqikr 25 % 1 ls ea=ky; Hkkjr ljdkj
de gSA 2- ubZ jk"Vªh; f’k{kk uhfr 2020 & laHkkouk,a ,oa
pqukSfr;ka & izse ifjgkj
igys
3- izk:i jk"Vªh; f’k{kk uhfr 2019 & lkj
dh f’k{kk iz.kkyh ewy :i ls lh[kus vkSj ifj.kke
4- ubZ f’k{kk uhfr & u, Hkkjr dh uhao
nsus ij dsfUnzr FkhA fo|kfFkZ;ksa dk vkWdyu izkIr
5- orZeku f’k{kk iz.kkyh
vadks ds vk/kkj ij fd;k tkrk Fkk ;g fodkl ds
6- efgykvksa vkSj Nk=kvksa dh f’k{kk dh fn’kk esa ubZ
fy, ,dy fn’kk okyk n`f"Vdks.k FkkA ubZ f’k{kk uhfr
f’k{kk uhfr ehy dk iRFkj lkfcr gks ldrh gSA
,d cgqfo"k;d n`f"Vdks.k dh izklafxdrk ij dsfUnzr
7- Hkkjrh; f’k{kk iz.kkyh
gSA ftldk mn~n’s ; fo|kFkhZ dk lokZaxh.k fodkl
8- jk"Vªh; f’k{kk uhfr 2020
82
2021
9- us’kuy ,tqds’ku ikWfylh 2021

10- ubZ f’k{kk uhfr vkSj ubZ pqukSfr;ka & vc fdlh
ykMZ Dykbo dh t:jr ugha
11- ubZ f’k{kk uhfr ls cusxk ns’k vkRefuHkZj
12- f’k{kk uhfr ;k vkREkfuHkZj Hkkjr
13- orZeku f’k{kk i)fr
14- Hkkjr dh u;h f’k{kk uhfr dh dfe;kWa
15- ubZ f’k{kk uhfr 2020 esa lcls dke dh ckrs
dkSu lh gS
16- ubZ f’k{kk uhfr 2020
17- Hkkjr dh orZeku f’k{kk uhfr
18- ubZ f’k{kk uhfr D;k gS \
19- Hkkjr dh ubZ f’k{kk uhfr
20- ubZ f’k{kk uhfr ij fuca/k
83
2021
çksQslj ,oa v/;{k ¼euksfoKku foHkkx½] tequh yky egkfo|ky;] gkthiqj] oS'kkyh ¼fcgkj½
'kks/kkFkhZ] ckck lkgsc Hkhejko vacsMdj fcgkj fo'ofo|ky; eqt¶Qjiqj
ekuo thou esa f'k{kk ds egRo dks gj ;qx vkn'kZ f'k{kd dks euq";ksa
esa Lohdkj fd;k tkrk jgk gSA f'k{kk dks ekuo dk fuekZrk] jk"VªfuekZrk f'k{kk i)fr dh vk/kkjf'kyk
thou esa ldkjkRed ifjorZu vkSj mís';iw.kZ çxfr lekt dks xfr çnku djus okyk vkfn lc dqN
dh veks/k vL= ds :i esa Hkh igpkuk tkrk gSA ekuk tkrk gS lk/kkj.kr% ,sls f'k{kd ls ckydksa dks
f'k{kk ds bl egRo ds dkj.k gh f'k{kk çnku djus le>us dh 'kfä j[kus vkSj mlds lkFk mfpr :i
okys f'k{kd dks çkphudky ls xq# ds :i esa ls dk;Z djus dh bPNk'kfä vkfn xq.kksa ls laiUu
vknj.kh; ,oa egRoiw.kZ LFkku çkIr gSA orZeku le; gksus dh vk'kk dh tkrh gSA ,sls xq.k lkekU;r% u rks
esa f'k{kk dh xq.koÙkk dks igpkuk x;k gS rFkk blds çR;sd f'k{kd esa feyrs gSa vkSj u f'k{k.k çR;sd
fy, f'k{kk O;oLFkk esa fofHkUu çdkj ds ifjorZuksa vkSj O;fä dk dk;Z gh gSaA oLrqr% ;g dk;Z ogh O;fä
ç;klksa dk flyflyk tkjh gSA ,sls esa bu lHkh dj ldrk gS ftlds dqN fof'k"V] 'kkjhfjd] ckSf)d]
ç;klksa dh lQyrk dk nkjksenkj f'k{kd ij gh gSA lkekftd] uSfrd] laosxkRed xq.k gksAa
xq.koÙkkiw.kZ f'k{kk ds y{; dks çkIr djus esa f'k{k.k ,d vk/;kfRed çfØ;k gSa ftlesa efLr"d dk
f'k{kd dh egRoiw.kZ Hkwfedk dks Lohdkj fd;k x;k efLrd ls laca/k LFkkfir fd;k tkrk gSaA bl laca/k
vkSj bl :i esa f'k{kd dh rS;kjh vkSj ml rS;kjh esa dh mi;qärk ,oa vuqi;qärk cgqr dqN f'k{kd ds
f'k{k.k laLFkkuksa dh Hkwfedk dkQh vge gks tkrh gSA O;fäRo ij fuHkZj gksrh gSaA
f'k{kd gh fo|ky; rFkk f'k{kk i)fr dh la;qä jk"Vª vesfjdk ds M‚-,Q-,y- DySi us
çeq[k xR;kRed 'kfä gS ij ;g Hkh lR; gS fd ,d v/;;u fd;k ftlds vk/kkj ij mUgksua s vPNs
fo|ky;] Hkou] ikBîØe] ikBîØe lgxkeh fØ;k,a] f'k{kd ds O;fäRo ds fuEu nl xq.kksa dk mYys[k
funsZ'ku vkfn lHkh oLrq,a 'kSf{kd dk;ZØe esa cgqr fd;k gSaA
egRoiw.kZ LFkku j[krh gSA fdarq tc rd mudks vPNs
f'k{kdksa }kjk thou 'kfä çnku ugha dh tk,xh rc  lEcks/ku
rd os fujFkZd jgsx a sA f'k{kd gh og 'kfä gS tks  vk'kkokfnrk
çR;{k ;k vçR;{k :i ls vkus okyh lUrfr;ksa ij  mRlkg
viuk çHkko Mkyrh gSA vr% dgk tk ldrk gSa fd
 oS;fäd vk—fr
ekuo lekt ,oa ns'k dh mUufr mÙke f'k{kdksa ij
gh fuHkZj gSA  LraHk
 ekufld fu"i{krk
*cky—".k tks'kh us dgk gS fd ^^,d lPpk  'kqHk fpUru
f'k{kd /ku ds vHkko esa Hkh /kuh gksrk gS mldh  lgkuqHkwfr
laifÙk dk fopkj mlds ikl tek /ku ls çkIr ugha
 thou 'kfä
fd;k tkuk pkfg, tks mlus vius Nk=ksa esa mRiUu
dh gSA^^  fo}rk
*gqek;wa dchj dk er gS fd ^^f'k{kk i)fr
mi;qZä xq.k v/;kiu çfØ;k esa v/;kid ds
dh dq'kyrk f'k{kdksa dh ;ksX;rk ij fuHkZj gS] vPNs
egRoiw.kZ LFkku dks crkrs gSa f'k{k.k çfØ;k esa
f'k{kdksa ds vHkko esa loksZÙke f'k{kk i)fr dk Hkh dks
pfj=oku] ;ksX; vuqHkoh v/;kidksa ds vHkko esa
vlQy gksuk vo'; gSA vPNs f'k{kdksa }kjk f'k{kk
egkfo|ky; dk Hkou] Nk= lgk;d lkexzh vkfn
i)fr ds nks"kksa dks Hkh vf/kdka'kr% nwj fd;k tk
vusd midj.k O;FkZ gSaA
ldrk gSA
84
2021
jsek.M dk er gS fd ^^v/;kid dks mu  usr`Ro dh {kerk

lHkh ckrksa dk R;kx djuk pkfg, tks rqPN ,oa ghu  fe=rk ,oa lgkuqHkwfr dk O;ogkj
gksa D;ksfa d mlh ij leLr Nk=ksa dh –f"V yxh jgrh
gS f'k{kd Lo;a dks vius Nk=ksa ij viuk çHkko
Mkyus ls ugha cpk ldrk blfy, ;g vko';d gS
fd og lnSo mPp vkn'kksZ rFkk fopkjksa dks eu rFkk  fo"k; dk iw.kZ Kku
deZ ls O;ogkj esa yk,a ftudk ckydksa ij loksZÙke  vius drZO; ¼O;olk;½ ds çfr fu"Bk
çHkko ij ldsA
 ikB lgxkeh fØ;kvksa esa #fp
jk"Vªfirk egkRek xka/kh us Hkh [ksn ds lkFk  ç;ksx ,oa vuqla/kku esa #fp
dgk Fkk fd f'k{kdksa ds vkn'kZ ,oa O;ogkj esa çk;  O;kolkf;d çf'k{k.k
lkeatL; ugha gks ikrk os dgrs dqN gSa vkSj djrs
dqN vkSj gSaA mä xq.kksa esa ls vusd f'k{kd ço`fÙk ls çkIr
djrk gS 'kk;n blfy, ;g dgk tkrk gS fd vPNs
Hkkjr ds ç/kkuea=h us fnlacj 2014 esa f'k{kd iSnk gksrs gSa cuk, ugha tkrs gSa ijarq çf'k{k.k
cukjl fganw fo'ofo|ky; esa lq'kklu fnol lekjksg ,oa vuqHko dk Hkh mlds fuekZ.k esa cgqr egRoiw.kZ
esa dgk fd ^^Kku çkfIr ds fy, nqfu;k Hkkjr dh Hkkx gksrk gS
vksj mEehn Hkjh utjksa ls ns[k jgh gS rFkk ;g dke
mEehn ;ksX; rFkk ÅtkZoku f'k{kd gh iwjk dj ldrs çf'k{k.k laLFkkuksa ds ikBîØe dk mís';
gSa ysfdu bl le; gekjs ikl ;ksX; f'k{kdksa dh Nk=k v/;kidksa dks f'k{kk ds fo"k; esa fparu djus esa
cgqr deh gS^^ ;ksX; f'k{kdksa dh iwfrZ gsrq mUgksua s lgk;rk nsuk rFkk dq'ky çf'k{kdksa dh ns[kjs[k esa
Ldwyh f'k{kk ds ckn 5 lky ds ,d Vªsfuax çksxzke dh dqN le; ds fy, f'k{k.k dk;Z djkuk gS bu
vko';drk ij cy fn;k rFkk mUgksua s dgk fd ;g laLFkkuksa esa uo;qod f'k{kdksa ds le{k f'k{k.k ds
Vªsfuax çksxzke mu yksxksa ds fy, gh gksxk tks v/;kiu mÙke rjhds ,oa lk/kuksa dks çLrqr fd;k tkrk gS] tks
dks gh viuk is'kk cukuk pkgrs gSaA ç/kkuea=h us mldh d{kk d{k esa lgk;rk dj ldsa ijarq ;g
dgk fd ^^gesa d{kk 12 ds ckn ls gh Nk= dh çfrHkk rjhds ¼fof/k;ka½ vafre rjhdksa ,oa lk/kuksa ds :i esa
dks igpkurs gq, mls f'k{kd ds :i esa çf'kf{kr çnku ugha fd, tkrs gSa cfYd mu ekunaMksa ds :i
djuk gksxkA^^ esa fn, tkrs gSa ftuds }kjk og vius ç;klksa dk
ewY;kadu dj ldsA
iwoZ jk"Vªifr ,-ih-ts- vCnqy dyke tc Hkh
jk"Vª ds uke lan's k i<+rs Fks rks gj ckj ;ksX; o orZeku lanHkZ esa
fu"Bkoku f'k{kdksa dh ppkZ dj ns'k dks vkxs c<+kus esa ekuo dk egRoiw.kZ ;ksxnku rduhdh dk gSa vkt
f'k{kdksa dh Hkwfedk dks crkrs Fks rFkk vius çkFkfed çR;sd {ks= esa bldk ç;ksx fd;k tk jgk gS f'k{kk ds
f'k{kdksa dk Hkh uke vknj ds lkFk ysrs FksA dchj] {ks= esa ;g ,d Økafr gSaA bldk ç;ksx f'k{kk ds
rqylh] lwj vkfn us Hkh ;ksX; f'k{kdksa dh rqyuk çR;sd Lrj ij fd;k tk jgk gS çkS|ksfxdh ds
Hkxoku ls dh gSA fodkl ls vkt f'k{kd vkSj Nk= ds ikl iqLrd ds
vfrfjä vusd çdkj ds f'k{k.k lkexzh tSls daI;wVj]
mi;qZä 'kks/kks]a fopkjksa o vuqHkoksa ds vk/kkj lhMh] isu Mªkbo]ySiV‚i] eSeksjh dkMZ] gkMZfM'k
ij f'k{kd ds çeq[k xq.kksa dk fuEu vk/kkj ij foospu bR;kfn miyC/k gks x, gSa bu lHkh dk ç;ksx f'k{kd
fd;k tk ldrk gSaA vkSj Nk= lkewfgd ,oa vyx&vyx :i esa djrs gSaA
lwpuk çkS|ksfxdh us Nk=ksa ds fØ;kRed i{k esa o`f)
dh gS ftlls lh[kuk fl[kkuk ljy ,oa jkspd gks
tkrk gSaA f'k{kd dh dq'kyrk c<+kus esa fuEu
 mÙke LokLF; ,oa thou 'kfä rduhdh midj.k gS &
 laosxkRed larqyu
 lkekftd xq.k  daI;wVj
 mPp pfj=  baVjusV
85
2021
 QSDl fufnZ"V dk;Z ugha gSaA f'k{k.k dh çfØ;k fuf'pr :i

 lh-Mh- jkse ls v/;kid f'k{kk ij fuHkZj gSa D;ksfa d v/;kid f'k{kk
gh og ek/;e gS ftlds }kjk Hkkoh v/;kid x.k
 ohfM;ks fM'k
fufgr dkS'ky vkSj rduhdh ls ifjfpr gks ldrs gSa
 v‚uykbu Dyklst ,oa fofHkUu çdkj ds ,sIl vkSj muesa n{krktZu djrs gq, visf{kr f'k{k.k
bR;kfnA O;ogkjksa dks vkRelkr djus esa l{ke gks ikrs gSaA
orZeku esa f'k{kd dks bu rduhdh oSls rks v/;kid tUetkr gksrs gSa ysfdu
midj.kksa ls Nk= dh f'k{k.k esa lgk;rk djuh gksxh lekt esa ftl la[;k esa dq'ky v/;kidksa dh vkt
ftlls f'k{k.k çfØ;k ljy ,oa jkspd gks lds rFkk vko';drk fn[kkbZ nsrh gS mls iwjk djus ds fy,
Nk= esa O;olkf;d] lkekftd] uSfrd bR;kfn xq.kksa eqf"Ves; tUetkr v/;kidksa ls dke ugha pyk;k tk
dk fodkl gks ldsxk rHkh f'k{kd viuh Hkwfedk ds ldrk gS rks v/;kid f'k{kk dk lgkjk ysdj blh
lkFk U;k; dj ldsxa sA deh dks iwjk djus ds fy, ç;kl fd;k tk jgk gSA
dksbZ Hkh O;fä fo"k; Kku ds vHkko esa
f'k{kd ugha gks ldrk gS blfy, f'k{kd ds fy, ;g
vfr vko';d gS fd og ftl fo"k; dks i<+krk gS 1- gsodso ¼1956½ % Vhfpax ,aM Vhpj ,tqds'ku
mu fo"k; dk mls fo'ks"k Kku gks blds vHkko esa og tuZy byslkbjj] www-erie-ed-gov-
vius Nk=ksa dk fo'okl ik= ugha cu ldsxkA 2- xst ¼1967½ Vhpj dEisVUs lh v‚uykbu ykbczsjh
dSFkksfyd] i`"B & 17
Hkkoh f'k{kd ds fy, ;g vko';d gS fd
3- Hkêkpk;Z ¼1974½ tuZy v‚Q LVwMsVa ilZuy
og iw.kZ çf'k{k.k çkIr djsa çHkko'kkyh f'k{k.k ds fy,
,lksfl,'ku Vhpj ,tqds'ku i`"B &213
dsoy fo"k; dk Kku gh vko';d ugha gS cfYd
4- jk"Vªh; f'k{kk uhfr ¼1986½ Hkkjr ljdkj ¼1986
f'k{k.k fof/k;ksa dh tkudkjh Hkh vko';d gS rFkk
o 1992½ jk"Vªh; f'k{kk uhfr ekuo lalk/ku
Hkkoh f'k{kd dks vius O;olk; ds çfr iw.kZ fu"Bk
fodkl ea=ky; ubZ fnYyh
vkSj lnHkkouk j[kuk vko';d gSaA ,d vkn'kZ
5- dkfydk çlkn lseoky ¼2015½ çHkko'kkyh
f'k{kd dk –f"Vdks.k çk;% ç;ksxkRed gksrk gS vkSj
f'k{k.k esa f'k{kd dh Hkwfedk ¼vthe çseth
og f'k{k.k dh ijEijkxr fof/k;ksa ls gh larq"V ugha
QkmaMs'ku½ çokg fo'ks"kkad ebZ&flracj 2015
gks ikrk oju~ Lo;a ç;ksx }kjk f'k{k.k dh uohu
i`"B& 17& 19
fof/k;ksa dh [kkst djrk jgrk gSA
6- ç;ksfxrk niZ.k 2@11 Lons'kh chek uxj vkxjk
Hkkoh f'k{kd dk mís'k Nk=ksa dks dsoy laLdj.k ebZ 2006 v/;kid egRork i`"B&13
iqLrdh; Kku çnku djuk ek= ugha oju~ Nk=ksa dks
f'k{kk ds egkure y{; dh çkfIr esa vf/kd ls vf/kd
lkFkZd ç;kl djuk gSA
Hkkoh f'k{kd dks f'k{k.k dk;Z esa lQyrk

rHkh çkIr gks ldrh gS tc og f'k{k.k ds çfr
vfHkçsfjr gks rFkk f'k{k.k çfØ;k dks lqpk: :i ls
laiUu djus esa vge Hkwfedk nsaA f'k{k.k ,d dfBu
dk;Z gSa ,d f'k{kd dks vius dk;Z esa iw.kZr% n{k gksuk
pkfg, rHkh ckydksa dh leL;kvksa dk lgh <ax ls
funku ,oa mipkj dj ldrk gSa f'k{k.k dk dk;Z
leLr dk;ksZa esa ifo=re vkSj ijeko';d ekuk tkrk
gS D;ksfa d Kku nku ds lkeku nwljk dksbZ ijfgrk;
86

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International Journal of Social Science & Management Studies - I.J.S.S.M.S.

Anitales : A Modern Application Used Perceived by the

Review of Literature :- Their research shows that both voice

In the context of this present research, Furthermore, phenomenological

Table 1 Attractive Features

Table 4 Assisting Students to Improve their Creativity

Table 5 Assisting Students to Improve their Writing and Speaking Skills

creating digital storytelling using Anitales. 2594

32. [32] Miangah, T. M. (2012). Mobile- Proficiency among Undergraduates in

42. Yuniarti, W. D. (2014). Utilizing learning

Creative Ways to Teach English as a Foreign Language

you are making a cup of coffee and start text

Task :- Start a dialogue to continue the situation,

The Correlation Between Students’ Spiritual Qoutients (SQ) and Emotional

Firman Saleh, Universitas Hasanuddin Makassar, Indonesia

1.4 Reading Comprehension : Reading is important information after reading. Usually,

Reading Comprehension test : Reading Variable spiritual Qoutient (X1)

Qoutient can affect Students reading  Ashshidieqy, Hasbi. (2018). Hubungan

Emerging Technologies and Education

for delivering announcements and course analyse students’ performance.

based lectures absolutely free. National Repository of Open Educational

through -epathshala.gov.in. will help teachers to monitor their student’s

Emerging Technologies in Education : Helper to Partner

platforms like ZOOM, Webex etc. relating to technological knowledge (TK).

Content Method/ Technology

A study of Effectiveness of Constructivist Approach for Enhancing Academic

Introduction :- Constructivism is a learning Even though they do not know some

Importance of Constructivism :- Educational online graduate sociology course. The

Literature Study : 1. Participatory Design

in constructivist classes need to be 4. There is significant difference in the mean

Emerging Technologies and Digital Divide in India

unprecedented transformation from teacher- computing power is creating newer and

 e-GyanKosh (http://egyankosh.ac.in/) is a books.

A Study on Emerging Technological Innovations in Education

Keywords :- Education System, Emerging Source: Internet

Comparative Study of the Effectiveness of Multimedia Based Learning and

the presence of text, still pictures, sound, student’s academic achievement.

Research Tool :- Verbal Intelligence Test :- In the present study

Finding :- Developed interactive Multimedia purpose of achieving “empowerment through

2018,ISSN:2249-2496, Cabell’s Directories of

Through Mobile Ad Hoc Networks, Secure Peer-to-Peer Information Sharing

Lev Level 3 Level 2 Level 1 Q12

I3,A L3, 1. data lookup

Figure 1. An illustrative example for MPI.

Maximum moving speed (m/s)

Number of nodes Number of nodes Number of Nodes

5. Related Work :- Only a couple of contemplates 6. Conclusion :- Empowering effective distributed

References :- COMM, pages 161–172, August 2001.

Right to Education - Challenges and Opportunities

most powerful weapon we can use to change the

[1] Staufer, Brian (2020).

Dr. Ambedkar and his Views of Economics

Impact of Global Warming on Ecosystem

and unscientific socio-economic activities around in raising the temperature is mentioned.

Figure-1. Temperature increasing tendency.

Emerging Technologies and Education

izkFkfedrk nsukA lekos’kh vkSj leku xq.koRrk;qDr f’k{kk lqfuf’pr

LukrdksRrj ,d lkFk gksxkA djuk gSA

9- us’kuy ,tqds’ku ikWfylh 2021

'kks/kkFkhZ] ckck lkgsc Hkhejko vacsMdj fcgkj fo'ofo|ky; eqt¶Qjiqj

jsek.M dk er gS fd ^^v/;kid dks mu  usr`Ro dh {kerk

 QSDl fufnZ"V dk;Z ugha gSaA f'k{k.k dh çfØ;k fuf'pr :i

Hkkoh f'k{kd dks f'k{k.k dk;Z esa lQyrk