1. In the present trend of education the educator must aware of soft skills usage of education
technology and its integration in classroom teaching and learning process to cope with the
present Lerner condition.
The rapid development of Information and Communication Technology (ICT) has made
information ubiquitous and more powerful. Much evidence indicates that technology has great
potential to increase learners’ motivation, link learners to various information sources, support
collaborative learning, and allow teachers more time for facilitation in classrooms. Integrating
TAL into teaching and learning has therefore become a great concern for many educators.
Depending on the scope of content covered,
TAL integration can happen in three areas:
curriculum (macro), topic (meso), and lesson
(micro). In the topic area, TAL can be used to
cover certain topics within a course. A topic
usually involves a series of smaller pockets of
knowledge, such as DNA or cell division,
which are usually interrelated to elaborate concepts. At the micro level, TAL is used to help
explain specific knowledge units, such as DNA within a single lesson.
Planning LESSON
Innovative Teaching Practice contains 5 steps
1. Lesson Plan with the teaching learning methodology as appropriate to the defined
objectives and learning outcomes of the students
2. Implementation Plan with the timelines, content support, hardware support and all
other activities detailed
3. Evaluation / Assessment (Online and Offline) Strategies and tools
4. Actual implementation
5. Feedback
A successful teacher is the one who can create involvement and hunger in the students for
learning. The children of today are actually hungry for more information which is of interest and
is relevant to their lives and goals.
The students at JNV are encouraged to access/collect information from the print and electronic
media. They are not dependent only on the information provided in the text book or by the
teachers.

2. Academic:
 Digitalization of lesson plans, lessons, teaching Diary, Marks Analysis, CCE, Minutes of
Meetings of all heads, Games and Sports etc.,
 Classroom transactions in special smart rooms – with less infrastructure reaching
maximum goals.
 Podcasting for visually and Physically challenged students
 Teaching learning extended beyond the class room by virtual class and online learning
by www.biology24x7.in
 Collaborative and Project based learning by using ePals
 Creation and maintenance of Blogs and Wikis
NVS ICT policies and Frameworks
The National Policy on Education 1986, as modified in 1992, stressed upon employing educational
technology to improve the quality of education. The policy statement led to two major centrally
sponsored schemes, namely, Educational Technology (ET) and Computer Literacy and Studies in Schools
(CLASS) paving the way for a more comprehensive centrally sponsored scheme – Information and
Communication Technology @ Schools in 2004. Educational technology also found a significant place in
another scheme on upgradation of science education. The significant role of ICT in school education
been highlighted in the National Curriculum Framework 2005 (NCF) 2005.
With the convergence of technologies it has become imperative to take a comprehensive look at all
possible information and communication technologies for improving school education in the country.
The comprehensive choice of ICT for holistic development of education can be built only on a sound
policy. The initiative of ICT Policy in School Education is inspired by the tremendous potential of ICT for
enhancing outreach and improving quality of education. This policy endeavors to provide guidelines to
assist the States in optimizing the use of ICT in school education within a national policy framework.
The vision of ICT Policy in School Education aims at preparing youth to participate creatively in the
establishment, sustenance and growth of a knowledge society leading to all round socio- economic
development of the nation and global competitiveness. The mission of the policy is to devise, catalyse,
support and sustain ICT and ICT enabled activities and processes in order to improve access, quality and
efficiency in the school system.
To achieve the above, the ICT Policy in School Education will endeavour to Create
 an environment in the states to develop ICT knowledgeable community

3.  an ICT literate community who can deploy, utilize, benefit from ICT and contribute to nation
building
 an environment of collaboration, cooperation and sharing, conducive to the creation of a
demand for optimal utilization of and optimum returns on the potentials of ICT in education
Some of the specific goals of the policy are to;
 Promote universal, equitable, open and free access to state of the art ICT and ICT enabled tools
and resources to all students and teachers
 Development of local and localised quality content and enable students and teachers to partner
in the development and critical use of shared digital resources
 Development of professional networks of teachers, resource persons and schools to catalyse
and support resource sharing, up gradation, and continuing education of teachers; guidance,
counseling and academic support to students; and resource sharing, management and
networking of school managers and administrators, resulting in improved efficiencies in the
schooling process
 Research, evaluation and experimentation in ICT tools and ICT enabled practices in order to
inform, guide and critically utilise the potentials of ICT in school education
 Motivate and enable wider participation of all sections of society in strengthening the school
education process through appropriate utilization of ICT
The technology context
Being a residential School students are available throughout the day. V Room is a tool where learning
can be done beyond the class room, it not only helps students of our Vidyalaya especially it is
worthwhile for those schools where subject teacher is vacant or inexperience contract teacher is posted.
Our Teachers have done Vroom with neighboring school where the post is vacant. We also conduct V
room classes for in-service training and professional development. For our students we have high-speed
broadband connection with webcams. So this tool can be used anytime anywhere.
Innovative Assessment Methodology
An example of online assessment tool to assess students on Life processes
Example Rubric used to assess students performance on a Science Project. Such rubric help students to
perform and gain confidence.
Area Criteria Ratting
Use of Scientific Language Consistent, accurate usage of terms 4

4. Adequate usage of scientific terms 3
Occasional use with few error 2
No terms or frequent errors in usage 1
Concept of Understanding shows understanding of key concepts 4
usually demonstrates understanding 3
inadequately demonstrates understanding 2
poor understanding of concepts 1
Application of Scientific able to apply learning 4
concept usually finds practical application 3
occasionally relates to real life skills 2
no practical application 1
Clarity of Presentation Well presented 4
Adequate Presented 3
Limited Presentation 2
Poor Presentation 1
Ability to Answer HOTs Critically reviewed and analyzed the problem 4
Apply the theory into practical 3
Explained the problem into one’s own words 2
Projects shows facts and figures 1
Experiment conducted at school to find out best assessment practice
The topic was taught using lecture method without Integration ICT and conducted formative assessment
with paper and pen test. Same topic Life Processes taught integrating web based learning, e-learning,
podcasting and Virtual Class. After that Students were sampled within a limited number. Forty students
are participated, and they are of 14 to 15 ages an average of ten students from each class. Table 1 gives
an overview of the number of participating students in the class from K-6 to K-12. A separate
assessment conducted for 3 students by only computer based assessment among three 02 of visually
challenged and 01 physically challenged. A total number of 43 students participated.
Table 1: the number of participating students in JNV Vizianagaram
Number of students Class Boys Girls
15 K-12 07 08
15 K-11 05 10
10 X 05 05
02(VHP)* VII 02 -
01(PHP)* VI 01 -
*VHP-Visually challenged student
*PHP-Physically Challenged student

5. Teacher was asked to develop questions by using eXe and Googledocs. To maintain simplicity, all items
in the PC test were automatically coded and no manual coding was required the automatic coding
mechanism accommodated multiple choice, complex multiple choice, Closed activity, image based
questions and “True or False response types. Most of the PC items contained multimedia elements.
The paper test consisted of items that were also used for the regular NCERT & CBSE questions in the test
book. Among these items are both multiple-choice items and items that require the students to
formulate the answer themselves with determined pre-guide of experts. After completing the two tests,
the students responded to a student questionnaire containing questions about self-concept, motivation,
attention sills, home background, attitudes and relationship to ICT. The study was implemented by the
use of fifteen student PCs and one test server PC. As a consequence, 4 days conducted the assessment
in four different classes. The study was implemented in the period from Oct 21 to Oct, 25, 2009. In the
test session, the students were divided into two groups. One group started by doing the PC test, while
the other group did the paper test first. All the students sat in the same room. Finally, all the students
responded to the student questionnaire on paper. Each test had a maximum time limit of one hour,
while the students were given 20 minutes to answer the questionnaire.
This principle was also applied in the CBAS study, both in the paper-based and the PC-based tests. The
PC test consisted of 30 items. However, each of the test versions consisted of 25 items. Two types of
data were recorded from the PC test. Firstly, the students’ answers to all the cognitive items were
recorded (“response data”). Secondly, the student behavior throughout the test was registered
(“behavioral data”).
Gender differences in achievement
Table 2 compares the gender differences in a Computer based assessment
Results; PC test Results; paper test
Girls N=23 8.21 10.26
Boys N=20 10.47 10.15
Difference in favour of boys 0.76 0.12
Results; PC test Results; paper test
VHP N=2 8.21 10.26
PHP N=1 10.47 10.38
Difference in favour of boys 0.76 0.12
Table 3: Distribution of items according to science Learning Outcomes (percentages)
PC test Paper test
Knowledge 39 % 28 %
Understanding 30 % 48 %
Application 16 % 9%
Creative 15 % 15 %
The results are standardized by applying 10 as the mean and 2 as the standard deviation for each of the
tests. Both tests have a gender difference in favour of boys, but the gender gap is far larger for the PC

6. test. The error terms for the results in Table 2 are rather large, as a consequence of the relatively low
number of students. However, we can conclude that the girls score significantly higher on the PC test
than on the paper test. Furthermore, the boys score significantly higher than the girls on the PC test. The
difference between the genders on the paper test is not statistically significant.
Time usage
• Boys and girls took approximately the same time, on average (40 minutes).
• 30 % of the students took 55 minutes or more.
Media play
• Boys do significantly more “media plays” than girls (averages of events 79 and 70, respectively).
• The correlation between the number of media plays and score on the PC test is positive for the
Graph.1- Performances of students in paper and Computer based test

7. Graph-2- Performances of visually and physically challenged students paper and computer based test
ICT skills/ICT use
The student questionnaires contained several questions regarding student self-evaluation of ICT skills
and their experiences using ICT. These questions were included in all four versions of the student
questionnaire. The students were asked if they had ever used a PC, and how often they use a PC at
school and at home. Table 4 gives an overview of the questions related to ICT skills.
Table 4: Overview of questions about ICT skills
Make homepage Send e-mail attachments
Write and send e-mail Download files from the Internet
Make multimedia presentation Search the Internet
Download music from the Internet Move files
Make presentation in Power Point etc. Copy data from CD
Use spread sheet Make database
Use world processor Edit digital photos
Remove data virus Chat
Conclusion

8. A computer-based assessment of scientific literacy was implemented using desktop PCs. All students
took a one hour paper-based test and a one-hour computer-based test. No statistically significant
gender difference is found for the paper-based test, while a substantial gender difference in favor of
boys is established for the computer-based test. The PC test seems to favor boys because of the lower
reading load. Boys express higher
motivation and greater preference for
carrying out the test on a PC than on
paper, and they make more active use of
multimedia elements in the PC test
compared to the girls. In respect to
visually and physically challenged
students it clearly shows the increased
performance during computer based test
rather than paper and pen test. May be
the multimedia and podcasting has
increased their attention towards the
concept which is lacking during normal teaching process.