A p a r n a v y a s

LEARNING HOW TO LEARN HAS BECOME THE MOST

FUNDAMENTAL SKILL THAT AN EDUCATED PERSON

NEEDS TO MASTER, AND THE INSTRUMENT THAT

ENABLES LEARNING IN ALMOST EVERY FIELD IS THE

COMPUTER.”

-DR. PESHE KURILOFF

UNIVERSITY OF PENNSYLVANIA

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WHY WEB-LEARNING?

• Technological change has increased the complexity

and speed of the work environment

• Lack of skilled labour driving education “market”

• Globalization of education and business

• Growth of retraining market

• Growth of Internet has opened an alternative

delivery model for education

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WHY WEB BASED LEARNING?

• Anywhere, anytime, anyone

• Cost savings: reduction in travel

• Just-In-Time access to information

• Higher retention through personalization

• Improved collaboration

• Less intimidating

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PSYCHOLOGICAL BASE OF WEB LEARNING

Two distinct school of psychology is behind the

web learning

Behaviourist Theory : Web learning tools on web

1.0 model of learning uses behviourist

theory.(S-R learning)

Constructivist theory: Web learning tools on web

2.0 model of learning uses constructivist

theory.(Social learning)

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB-LEARNING MODES

Synchronous Asynchronous

•Real-time

•Instructor-led

•Direct communication

•All users logged in at same

time

•Examples: virtual

classrooms, audio/video

conferencing

•Self-paced •No instructor required •Indirect communication •Use may use system 24/7 •Examples: self-paced Internet-based or

CDROM-based courses, discussion groups, streamed audio/video web presentations

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

TYPES OF WEB LEARNING

O

N

L

I

N

E

O

F

F

L

I

N

E

SELF-PACED INSTRUCTOR

WBT Web-Based

Training

CBT Computer-

Based Training

VC Virtual

Classroom

ILT Instructor-Led

Training

Adapted from: WBT – Improving the Top Line

Combine Delivery Methods

Access anytime, anywhere

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGY OF WEB LEARNING

• There are three axis of pedagogy:

•PEDAGOGICAL PRINCIPLES:

•PEDAGOGICAL FUNCTIONS

•PEDAGOGICAL VARIABLES

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGICAL PRINCIPLES

• The shift from teaching to learning: mainly focuses on the activities of the

learners and observes the teachings primarily from the point of view of

support

• Student - centred approach:the student's (collegiate) learning is seen

rather as an active, individual and socio-cultural process that is dealing

with the construction of cognition and competences. The students create

in the process their own structure of knowledge of the studied discipline

and they develop acting opportunities that enable them to treat

knowledge in a competent manner.

• Construction of learning environments and learning advice: In fact the

learning material is integrated within the content management in a

pedagogical design and is mainly available as virtual information in the

net. The construction of a media -rich learning community enables the

students to access the knowledge and the tools for the organising,

elaborating and critical prooving, reproductive acquisition of codificated

knowledge assets.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGICAL PRINCIPLES

• Active learning and learning strategies:This applies to the cognitive

exposure with knowledge (organisation, elaboration, critical examination

and retrieval) as well as to the meta-cognitive strategies of planning,

controlling and regulating the own learning processes

• Self-organised and self-directed learning: Prepared learning environment

accordingly to their individual learning pre-requisites or to adapt the

environment accordingly to their needs (self-organised) and to make

independent decisions regarding their learning ways (self-directed).

• Generic competences: Generic competences enable the academics to

behave in social contexts in an efficient and responsible manner (social

competences) to cultivate self-awareness and personal enhancement

(personal competences) and to make appropriate use of scientific

knowledge in the whole field of practice (methodological competences).

• Interactive and collaborative learning: Learning in general is realised in

(social) connections. learning opens up a social dimension in which

evolve social competences to act

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGICAL PRINCIPLES

• International and intercultural communication:The global structure of the

world wide web not only enables, but even demands to realize interactive.

It helps in accessing new horizons of understanding, in which the

personal knowledge can be integrated into the globalised scientific

culture and led to a better multicultural understanding and collaborative

learning in an international range

• Authentic situated learning: In virtual rooms it is especially the abstraction,

the extraction of the objects of learning out of their traditional contexts

that demands their media -based recontextualisation. Virtual learning

reproduces at the level of a second reality the authenticy of situative

learning.

• Concepts of modeling: Adequate for these learning arrangements are

pedagogical concepts of a problem-oriented, case-oriented or (guided)

enquiry-oriented learning.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

INTERACTION OF PEDAGOGICAL

PRINCIPLES IN VLES

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGICAL FUNCTIONS FOR VIRTUAL LEARNING ENVIRONMENTS

• Authoring and Representation

• Moderation and facilitation

• Working with tools and cognitive tools

• Supporting learning strategies

• Evaluation, self-steering, control and self-

control

• Orientation on learning communities

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

AUTHORING AND REPRESENTATION

• contents needs to be conform with the system and the standards

of scientific declaration systems

• more oriented towards learning

• They have to be configured within a learning environment

• authentic and reality-oriented contexts, situates learning in

correlations of acting and allows problem based learning

procedures

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

MODERATION AND FACILITATION

• Facilitation and moderation constitute basic pedagogical

functions that have to be realised in online teaching respective

blended learning exactly like in a face-to-face situation.

• media -based interactions by explicit forms of communication.

• Methods used for moderation and facilitation in face-to-face

situations can be transferred into media -based interaction and

be adapted respective modified within these virtual learning

environments.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WORKING WITH TOOLS AND COGNITIVE TOOLS

• collaborative tools,

• presentation tools,

• modelling,

• creating text and hyper-text,

• knowledge management,

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

SUPPORTING LEARNING STRATEGIES

• Currently ICT favours the visual sense and curtails the

human perception with the sensual reduced interface

design

• awareness,

• personal adaptation of the interface,

• learner adaptation, brainstorming, follow your own,

exploring, manipulating, experimenting

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

EVALUATION, SELF-STEERING, CONTROL AND

SELF-CONTROL

• assessment, control and self control organizing feedback,

tracking, self controlling by portfolio, last and not least controlling

• a set of instruments is moving into the focus such as self-

observation, self-description, differentiated and scaled processes

of feedback and tracking of activities, the realisation of minutes

and portfolios, symmetric feedback of students regarding

feedback, the steering of learning processes and finally

motivating assessments of teachers.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

ORIENTATION ON LEARNING COMMUNITIES

• collaborative learning supported by hypermedia -

environments,

• changing roles and patterns,

• symmetric learning behaviour,

• new relationship between learners as partners,

coaching strategies,

• changing perspectives,

• ad-hoc relationship and free communities

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

EDUCATIONAL VARIABLES FOR VIRTUAL LEARNING

ENVIRONMENTS

Technology and digital platforms

Digital content

Teachers and ICT

Learners and ICT

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

EDUCATIONAL VARIABLES FOR VIRTUAL LEARNING

ENVIRONMENTS

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB-LEARNING INSTRUCTIONAL DESIGN

There are a number of instructional design models proposed.

The following in classroom design and online preparation:

1. Needs assessment

2. Target audience analysis

3. Identification of technical skill requirements

4. Content analysis

5. Instructional planning

6. Material preparation

7. Validation

8. Presentation

9. Evaluation

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

Eth

ical

Management

e-Learning

Pedagogical

Inte

rface

Des

ign

5. MANAGEMENT 5.1 E-Learning Content Development

5.2 E-Learning Maintenance

6. RESOURCE SUPPORT 6.1 Online support

6.2 Resources

7. ETHICAL 7.1 Social and Political Influence

7.2 Cultural Diversity

7.3 Bias

7.4 Geographical diversity

7.5 Learner diversity

7.6 Digital Divide

7.7 Etiquette

7.8 Legal issues

8. INSTITUTIONAL 8.1 Administrative Affairs

8.2 Academic affairs

8.2 Student services

1. PEDAGOGICAL 1.1 Content Analysis

1.2 Audience Analysis

1.3 Goal Analysis

1.4 Medium Analysis

1.5 Design approach

1.6 Organization

1.7 Methods and Strategies

2. TECHNOLOGICAL 2.1 Infrastructure planning

2.2 Hardware

2.3 Software

3. INTERFACE DESIGN 3.1 Page and site design

3.2 Content design

3.3 Navigation

3.4 Accessibility

3.5 Usability testing

4. EVALUATION 4.1 Assessment of learners

4.2 Evaluation of the instruction

& learning environment

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

How often is

dynamic course

content updated?

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

• Who are the learners?

Does the institution

have adequate

information about the

learners at a distance?

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

Does the course

provide clear

expectations of

what the student is

required to do?

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

Does the course utilize

multimedia attributes of the

Internet and digital

technologies?

- text

- audio

- video

- graphics

- other (specify)

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

• What is the instructor’s role?

- more facilitative than

didactic

- more didactic than

facilitative

- a combination of both

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

• Does the course provide

a sense of continuity?

(e.g., each unit of the

lesson builds on the

previous unit, etc.)

PEDAGOGICAL Content

Audience

Goals

Medium

Design

Organization

Methods

• Does the course promote

Inside Collaboration by

providing a supportive

environment for asking

questions, clarifying

directions, suggesting or

contributing resources and

working on joint projects

with class members?

TECHNOLOGICAL

Infrastructur

e Planning

Hardware

Software

Does the course

have personnel who

can assist learners

to set up for

starting the course?

TECHNOLOGICAL

Infrastructur

e Planning

Hardware

Software

Are the hardware

requirements for

the course clearly

stated?

TECHNOLOGICAL

Infrastructur

e Planning

Hardware

Software

Does the course

provide links to

resources where all

necessary software

can be downloaded?

INTERFACE DESIGN

Page and Site Design

Content Design

Navigation

Accessibility

Usability Testing

Do Web pages look good in a variety of Web

browsers and devices--in text-based browsers, all

recent versions of Internet Explorer and Netscape,

and so on.?

INTERFACE DESIGN

Page and Site Design

Content Design

Navigation

Accessibility

Usability Testing

Does the course follow

“one idea per paragraph” rule?

INTERFACE DESIGN

Page and Site Design

Content Design

Navigation

Accessibility

Usability Testing

Does the course provide

structural aids or site

map to guide learner’s navigation?

INTERFACE DESIGN

Page and Site Design

Content Design

Navigation

Accessibility

Usability Testing

Is the course Website

designed to be

accessible by a wider

user population?

(Is the course 508

compliant?)

INTERFACE DESIGN

Page and Site Design

Content Design

Navigation

Accessibility

Usability Testing

How quickly users find

answers to the most

frequently asked

questions on the course

site?

EVALUATION

Assessment

of Learners

Evaluation of Instruction & Learning

Environment

Does the course have a

mechanism in which a

learner can be truly

measured and not

cheat?

EVALUATION

Assessment

of Learners

Evaluation of Instruction & Learning

Environment

Does the course have a system to

accept students’ online evaluation of the following?

- content

- instructor

- learning environment

- learning resources

- course design

- technical support

MANAGEMENT

Content

Development

Maintenance

Is there a project support site

for e-learning production

team?

MANAGEMENT

Content

Development

Maintenance

Does the course notify students

about any changes in due dates or

other course relevant matters (e.g.,

server down) via following means?

- e-mail

- announcement page

- alert boxes

- running footer added to a page

- phone call

- mail

RESOURCE SUPPORT

Online

Support

Resources

Does the course provide

troubleshooting (or

expert technical support

from specialized staff)

assistance or a help line?

RESOURCE SUPPORT

Online

Support

Resources

Does the course

provide examples of

previous student's

work on the Web?

ETHICAL

Social/Political Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the institution have to get approval from any

external entities (who can serve as political barriers)

to implement e-learning?

ETHICAL

Social/Political

Influence

Cultural Diversity

Bias

Geographical

Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

To improve cross-cultural

verbal communication and

avoid misunderstanding, does

the course make an effort to

reduce or avoid the use of

jargon, idioms, ambiguous or

cute humor, and acronyms?

ETHICAL

Social/Political

Influence

Cultural Diversity

Bias

Geographical

Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the course present more

than one viewpoint on

controversial issues?

ETHICAL

Social/Political

Influence

Cultural Diversity

Bias

Geographical

Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Is the course offered to geographically diverse

population? If yes ...

Is the course sensitive about

students from different time-

zones (e.g. synchronous

communications are scheduled at

reasonable times for all time

zones represented)?

ETHICAL

Social/Political

Influence

Cultural Diversity

Bias

Geographical

Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Is the course designed to have patience for learners

who adapt to individualized distributed learning

environment slower than others?

ETHICAL

Social/Political Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Information accessibility issue must

be expressed in terms of digital

“haves” and “have nots,” a gap expressed in the term “digital divide.”

Is the digital divide issue

considered in designing the

e-learning content?

ETHICAL

Social/Political

Influence

Cultural Diversity

Bias

Geographical

Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

• Does the course provide any guidance to learners on

how to behave and post messages in online

discussions so that their postings do not hurt others’ feelings?

INSTITUTIONAL

Administrative Affairs

Academic Affairs

Student Services

Is the institution ready

to offer online courses?

INSTITUTIONAL

Administrative Affairs

Academic Affairs

Student Services

Does the course provide

academic quality such

as one would expect in

a traditional course?

INSTITUTIONAL

Administrative Affairs

Academic Affairs

Student Services

Are instructor/tutor

and technical staff

available during online

orientation?

WEB LEARNING TOOLS

• 3D Projects: Sketch Up – A desktop application from Google that allows teachers or

students to create and share stunning 3D models from coffee pots to skyscrapers

(free)

• Animation and Comic Strips :Voki - Allows you to create personalised speaking

avatars and use them on your blog, profile and in email messages. Great for teaching

languages. (free)

• Bookmarking and Online Collaboration-Titanpad – Lets people work on one

document simultaneously. Good for collaborative teaching and learning tasks (free)

• Blogging-Wikispaces – Educators are given a free 2 GB to develop wikis for their

classes. Members can create, edit or contribute to pages making it a great

collaborative tool. (free for teachers)

• Games, Quizzes and Educational Activities:Hot Potatoes – Six applications that

allows you to create interactive multiple-choice, short-answer, jumbled-sentence,

crossword, matching/ordering and gap-fill exercises for the World Wide Web (free)

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

• Language Learning Tools :Languages Online -Resources for language teachers and students.

Ready made interactive language activities and programs for making your own interactive

tasks (free)

• Instructional Videos and Video Sharing: TeacherTube – YouTube but for educational

purposes. This site is moderated so content is suitable for students. (free)

• Mind Mapping :Gliffy – Online diagram software. Create professional-looking flowcharts,

diagrams, floor plans and technical drawings (free)

• Online Storage and Sharing:Scribd - A document sharing service that allows you to upload,

store and share almost any document format for easy viewing online. You can also download

millions of books, manuals and articles based on various topics. (free)

• Presentation Tools and Slideshows:Slideshare – Upload and share your PowerPoint

presentations (free)

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

• Social Networking: Twitter - Twitter is a real-time micro-blogging service that

connects millions of people. It’s a great way for educators to share information, ideas and experiences. Why not sign up and follow me (@edjudo2011) to get

started and then see who I follow or search for topics that interest you (free)

• WiZiQ – A web-based platform for anyone who wants to teach and learn live,

online. A virtual classroom, to create and share online educational content and

tests, and to connect with people sharing subject interests (free)

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

Blogs

Blog websites such as Blogger.com or Wordpress can be used as individual

paperless student learning journals. These could replace traditional paper-

based journals but could be made visible to other students to create a

collaborative learning environment. Students may be given the opportunity

to provide each other with constructive comments and feedback. Blogs

could be used as course websites where classroom supporting content

(course information, assignment criteria, and homework tasks) is

delivered. Students may also be given access to post and share

information with their classmates. Blogs can also be used by students

(individual or groups) to host project presentation materials and content.

Textual information and media could be combined into effective web-

based presentations. Importantly, these presentations are not singular

events, thus may be viewed and reviewed by other students as resource

materials at later times.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

A Wiki is a website that can be used as a gathering point for the collaboration of ideas, thoughts, assignments, topics, etc. for a collective group. Classes can collaboratively create wikis on a given subject or topic that may later be used as an information resource.

RSS

Really Simple Syndication (RSS) allows people to subscribe to online distributions of news, blogs, podcasts and other information.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Pod casting :Podcasting is a way of making audio or video files available on the internet that can either be listened to or viewed on a PC or downloaded to a hand-held device such as an iPod or mp3 player. A podcast will be treated as a sound recording (audio podcasts) or a film (video podcasts, as known as vodcasts). Podcasts may also include images, including PowerPoint presentations.

Discussion Forums : A Discussion Forum may be used to extend class discussions and topics or as supplemental enrichment dialogues, outside the classroom environment. They may be designed as spaces for students to share common interests, problems or concerns about course materials so that they may assist each other in the learning process and allowing a greater number of students to participate.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Social Networking: Social Networking refers to systems that allow members of a specific site to learn about other members’ skills, talents, knowledge or preferences. Commercial examples include www.Facebook.com and www.LinkedIn.com. Some companies use these systems internally to help identify experts. Other examples include www.MySpace.com and www.bebo.com.

Chat Room Forums :Chat forums allow for students and teachers to interact and discuss course content outside of the classroom setting (synchronous conferencing). Students could potentially use chat forums to collaborate on course activities, assignments and projects without having to meet in the same physical space.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Microblogging:These are similar to blogs, except that posts are

intended to be as condensed as possible. The most prominent of

these services is arguably Twitter (http://twitter.com/), where

users are encouraged to answer the question "What are you

doing?" in 160 characters or less (i.e. the length of an SMS text

message – one means of posting to the service).

Portfolios : An ePortfolio (electronic portfolio) is similar to a

traditional portfolio except in electronic form. It is usually in the

form of a website and is used to manage and collect documents,

files, images, etc. ePortfolios serve many purposes ranging from

education (evidence of learning) to presentations and

applications. They are particularly useful to display summative

work.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Concept Maps: Concept Maps are visual tools used often to show

how ideas, topics and themes are interconnected. The visual

organization of the ideas, topics and themes are done in such a

way that the creator(s) can easily recall important and

meaningful information without having to read long documents.

Can help students recall information easily when studying for

tests

Social Bookmarking:Social bookmarking is a way for users to share

bookmarks for web resources. It allows users to tag web

resources and organize them in such a way that others will be

able to benefit from their prior research. It is beneficial for

students doing any project where research is required as

students will be able to share the links to web resources already

discovered by classmates.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Web Syndication :Web syndication is a form of syndication in which

a section of a website is made available for other sites to use

through to making Web feeds available from a site in order to

provide other people an updated list of content from it (for

example one's latest forum postings, etc.).

Tag clouds: A list of tags used in the site with some kind of visual

indication of each tag’s relative popularity (ex. large font). Web sites that implement tag clouds functions allow both finding a tag

by alphabet and by popularity. Selecting a single tag within a tag

cloud will generally lead to a collection of items that are

associated with that tag.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Instant Messaging :A form of real-time communication between two

or more people based on typed text.

Mash-ups: Mash-ups are aggregations of content and

functionalities from different online sources/applications to

create a new service, i.e. mashing- up existing technologies for

an entirely new purpose. For example, www.WikiMapia.org takes

the functions of a wiki and overlays it with Google Maps for an

entirely new kind of map. Similarly, Google Maps can also

process RSS feeds from photo-sharing sites which can include

positioning data where available (e.g. Flickr), to show photos and

the locations where they were taken.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

WEB LEARNING TOOLS

Content Hosting Services :Content hosting or content sharing sites allow

users to upload content that they have created for others to view. Two of

the most popular of these sites are YouTube (www.youtube.com) for

videos and Flickr (www.flickr.com) for photographs. Users can also create

an individual profile and list their favourite photos or videos. Users are

able to rate and comment on the videos or photos posted and provide

feedback to the creator and other users.

Elluminate Live!® : Elluminate Live!® is a powerful tool that allows teachers

to display information in a virtual environment to student users. Students

and teachers can communicate online and collaborate on projects. This

tool allow for the potential to bring in guest speakers or field experts to

speak with students in a virtual environment. Prospectively, appropriate

speakers could be found from distant geographical locations thus

opening the possibilities and opportunities for students to interact with

experts in other parts of the world.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

Usage of web learning in the offline or online

mode for teaching learning process is on the

anvil in the forthcoming decade. Those

teachers who are integrating technology in

their teaching learning process will be at great

advantage.

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E

Thank You

A P A R N A V Y A S , S . G . S . B . E D . C O L L E G E , I N D O R E