> I am sending you the assignment details and one assignment of someone else with references on how to write as my topic is almost the same of literature review. Make sure that no word is copied otherwise it will lead to plagiarism. > Total words of the literature review should be 3000 words excluding the references. All the references should be in APA6 form and alphabetical order. > My topic is / Increasing role of Information and technology in teaching learning process in India. > Check the details below. How the assessment will be done so that you don't miss any relevant information. > Sample > These are the wordings of someother's assignment. > Today we live in a knowledge based society and the knowledge is the great power, strengthen and economy of the individual. Nowadays education systems are developing to the support of the technology because it is helping to improve every phase of the human life. The regular usage of technology help to develop the cognitive skill of an individual and it is a learner centric mechanism to improve education (Dewan, 2010). Information and communication technology plays an important role in the teaching and learning process. In developed countries, the technology is integrated into education because it encourages the independent learning, provide flexible location and the preferred time (Nataraja & Raju, 2011). In addition to this using ICT in education for better, faster and convenient way to pass the knowledge in the higher education system. Modern technology provides more learning and teaching opportunities in the classroom. The curriculum based teaching and learning process adopts the technology as a driven force to the development of higher education systems . but the developing countries like India are still facing problems when the technology is integrated with the educational system (Dewan,2010). Today India has more than 200 universities, 20,000 colleges and students in higher education is more than 12.9 million but the integration of ICT in education become a mirage(Nataraja & Raju, 2011) . The article mentioned that the government provide huge amount of money for the development of educational sectors but due to the lack of proper research it will become in the nascent stage. > The issue of integrating technology in education is currently being emphasised by several educational researchers. Dawes (2001) explains that modern technology have the capacity to support education through the curriculum and it provides the opportunities for communicating effectively with teachers and students. The integration of technology in education provides wide variety of opportunities in learning and gaining knowledge. The benefits of integrating technology in the teacher education are not only helping for the development of the professional knowledge of the teachers but also it helps the students to achieve their expected outcome. Majority of the teachers agree that if the technology is integrated with the curriculum it can develop the standard of teaching and learning process. This literature reviews to explain that the benefits of integration of technology in teacher education curriculum and student learning in the developing countries. > The integration of ICT in teacher education curriculum will improve the attitude, confidence, professional knowledge and achievement of the teachers. Sadera et al. (1999) mentioned about the current status and the future directions of the integration of technology with teacher education. He explained that in the past the researchers think that education is elongated and tedious process that does not happen any change in the adoption of new curriculum or in the new approach of teaching. Also it explains that current teacher education programs do not provide adequate experience to use technology in their class room. The findings of this article explaining that introducing computer aid in the current teacher education curriculum will improve the teachers positive attitude to the teaching. On the other hand, it explains that the teachers are less confident in using this technology because they have no experience in this field. > The above cited view is supported by Dori & Barnea (1997) and article explains that introducing computer aids in the class enhances the teaching but it depends on the attitude of the teacher. The authors conducted a study in in service teachers and give training to use computer aids in the class room and the findings of the study explaining that the attitude to the teachers in using computer aids in the class room will increase confidence level of the teachers, teacher can understand the learning speed and students achievements and improve the professional knowledge of the teachers. According to Doering, Hughes & Huffman (2003) explains that only 11.3 % teachers are confident to teach the classroom through the integrating technology. This article explains that educating pre-service teachers essential through models that highlight "learning with technology" than "learning from technology" which can help them to construct their understanding that induce critical thinking. Moreover, the study explains that the including ICT in the teacher education curriculum helps for the preservice teacher to their classroom management . Doering, Hughes & Huffman (2003) conducted the research in the preservice teachers and giving training for the computer based curriculum. The finding of the study explains that computer based curriculum learning is more quicker than the traditional teaching style. In addition to this teacher , student relationship is more depth and students achievement and the students attitude was to the teachers expectations. > Lin (2007) articles explained the efficacy of using technology in the mathematics classroom of elementary school promoting the confidence level of the teacher and developing a positive attitude towards using computers and Internet resources. it explains that most of the pre service and in-service teachers are not much aware about using technology in the class room. The author research on the integration of technology with mathematics curriculum and the findings of the study support it. In addition to this this, the result indicates that using technology in the class room teaching improve students mathematics achievement. Also the research examined the view of pre service teachers in instructional technology in teaching. A web based work shop was organised for the analysis of data. The paper examines interviewing of ten pre-service teachers. It explains that the web based instruction help to improve the confidence level of the teachers and it is comfortable to use in the classroom. > According Braak, Tondeur, & Valcke (2007) explains that information and communication technology is influenced in the development of the educational curriculum. The findings of the study explaining that the in-service teachers have no experience in the ICT skills and still they prefer the traditional method of teaching. On the other hand it explains that ICT is a good teaching tool for the development of learning process. Moreover the article explaining that the teacher education curriculum include flexible and school based training, follow-up activities and ongoing support are needed to raise a more successful integration of ICT in teaching practice. Isabelle & Lapointe (2003) explains that students attitude to using the technology and the teachers computer literacy are the main factors for the integration of ICT in education. The data analysis from the survey explaining that most of the teachers uses the ICT for the pedagogical purposes and most of the teachers in the survey are confident and efficient in their using of ICT in the classrooms. Moreover it explains that a classroom with critical thinking and good curriculum will bring the better achievements in both teachers and students and it will raise the confidence and efficiency of the teachers. Moreover, the teachers high level of confidence inspire the students achieve their goal easily. Also the ICT can easily motivated the teachers to preparing ICT base lessons and classroom preparations. > Rai (2014) ICT is an important tool in the development of education. The article explains that the integration of information and communication technology in the teacher education will helps the teacher to update the professional knowledge and skills in the school based curriculum. Moreover, the ICT can promote the professional development of the teachers. Also using technologies in the classroom will increase the confidence level of the teachers and the ICT can create new paradigm for the teaching learning process such as it will reduce the communication gap between the teacher and student and teachers can identified the student outcome. Usun (2009) view that the teachers are the key persons to use the information and communication technology usefully in the educational field and the teachers can helps to the integration of ICT in the curriculum. If the teachers are not active the impact of ICT in the school and classroom level are not vital. Therefor the teacher need support and training for the ICT based education curriculum and teachers attitude may be influential part to carrying out ICT in education . In addition to this, The study explaining that only few developed countries are using integration technology in the school curriculum because of the lack of the infrastructural facilities. For example in Europe the united kingdom have only using integration technology in their primary and secondary school curriculum. Moreover, it explaining that students also struggle to optimise the use of technology due to the lack of professional knowledge of teachers. While the teachers have the basic computer skill but they are less confident in using technology in the class room. > According to Tezci (2011) the teachers positive attitude, confidence, knowledge and experience are the most important factor for the usage of ICT in education. The study conducted in the Turkish preservice teachers and the data analysis explaining that the successful and effective integration of technology in the education needs experience, efficiency support and confidence in teachers. The result of the study explains that the pre service teachers are not confident in using technology in their classroom because they have not enough knowledge about using the technology. The integration of ICT in the teacher education is the possible solution to reduce this problem. > According to Bingimlas (2009) the new technologies in the teacher education curriculum can help the teachers to identify the barriers in the pedagogical practising and it helps to raise the confidence level of the teachers. Practising new technologies in the class room it enhance the student learning and provide a flexible environment in the classroom. Moreover it indicates that some barriers are effect in the integration of technology in the teacher education such as teacher level barriers and the school level barriers. The teacher lever level barriers are the lack of confidence, lack of teacher competence, and the negative attitude of teachers. The school level barriers are the lack of time, lack of proper training and the technical support. The study found that the lack of confidence level in teachers is due to "fear of failure" (pp. 238). Also it explaining that the low level knowledge of ICT leads to anxious about using technology in the classroom and not confident to use in their teaching. On the contrast the teachers who use the technology in the class room confidently can understand the benefits of technology in the curriculum and they extend their use in their future. In addition to this the research found that in developed and developing countries the lack of teacher competencies is the another barrier to integration of technology in education. Many teachers are not competent in the use knowledge and skill of computers, therefor they are using the old method of teaching in the classroom. Moreover, the teachers negative attitude to using technology is also create problem I the development of education. The data analysis of the study explains that the science teachers resistant to use new strategies in the class room is an important obstacles to the integration of ICT. On the other hand it explains that the teachers positive attitude and belief help to identify how to use the ICT in the class room and how they benefits in the teaching and learning process. > According to Makrakis (1990) explains that teachers technology competencies is an important factor to the implementation and utilization of technology in the classroom. Traditional teacher education curriculum is not effective in this century because it is a time consuming programmes. The study conducted in the Swedish school and the participant teachers can give proper training in the ICT integrated curriculum and the findings of the study explains that in the lower secondary school teachers used the technology three major subject and the higher secondary school whole the subject connected with technology. The study interpret that using technology in the curriculum enhance the student achievements and change the attitudes of teachers and improve the professional knowledge and confidence of the teachers. On the other hand it explaining that the lack of proper training and time and finance are the main barriers to the integration of technology in the school. > Ford et, al (2005) explaining that the ICT based teacher education programmes helps to te preservice teachers to develop their knowledge of the content, discourse and the content specific pedagogy. The study mentioned that the computer based pedagogy can be a powerful tool in the class room interaction between the teachers and students. The study also explaining some barriers to the adoption of technology in the teaching and learning process such as teachers view in the using of technology, lack of competencies and knowledge about the technology and the lack of technical support. O'Dwyer, Russel & Bebell (2004) conducted research in how the technology is used as teaching and learning tool. In this research the researchers use a hierarchical model of investigation it is like teachers, classroom, school , district examines five main use of technology in teachers such as teachers' use of technology for delivering instruction, teacher-directed student use of technology during class time, teacher-directed student use of technology for creating products, and teachers' use of technology for class preparation and teachers' use of technology for professional purposes.. The analysis of the data explaining that the teachers who know the use of technology and it is only used for preparing the class lesson but the professional development of the teachers is poor and the class room interaction with students is not active. Also the teacher confidence level in the delivering the instruction and class room participation is very low. The researcher suggest that the skill of using technology in the classroom procedures need to develop accordance with the content of the subject and student interest. However the article does not explain how the technology integrate with curriculum and how to develop positive attitudes and confidence in teachers. > Secondly the integration of technology in the teacher education curriculum helps to the students learning and students achievements. Baraak et al (2007) explaining that the integration of ICT in developed and developing countries help for the students achievement. The article explains that ICT in the curriculum is helps to develop critical thinking and problem-solving skills in students. Moreover, It is explaining that learning to solve problems, emerging different type of skills , develop critical thinking and learning subject of individual interest are the key to a successful education. Also ICT base educational curriculum provides flexible time and space for the students learning. > According to Bingimlas (2009) the use of technology in the classroom will enhance the students learning. The articles view that the ICT have the potential to encourage the student achievement and teachers learning. Also it point out that the I CT help for the face to face teaching and learning process, students become more knowledgeable, it avoid the direct instruction given to the students and teachers can identified the students problems easily. This view is supported by Ford et al. Ford et al (2005) explaining teachers skill and knowledge in the content based teaching and ICT integrated pedagogy will helpful for the student learning. This technology based curriculum develop critical thinking and problem solving skills in the students. ICT integration in the curriculum also enhance the students achievements and the teachers becoming a facilitator and the teachers can identified the students potential in the learning easily. > The literature reviewed taken together (Bingimlas (2009); Braak, Tondeur, & Valcke (2007); Dori & Barnea (1997); Doering, Hughes & Huffman (2003); Ford et, al (2005); Isabelle & Lapointe (2003) Lin (2007); Makrakis (1990); Rai (2014); O'Dwyer, Russel & Bebell (2004); Sadera et al. (1999); Tezci (2011) Usun (2009)) give strong confirmation that the integrating technology in teacher education can help for the professional development of the teachers. Most of the researchers explaining that including ICT in teacher education curriculum will improve the teachers self-confidence, efficiency in teaching and the positive attitudes in acquiring ICT knowledge and it will develop the students learning and achievements. In addition to this the integration of CT proved that it would be good source to develop critical thinking, , instructional improvement and educational reasoning among teachers which can contribute to the enhancement of the professional development of teachers and through this development teacher can contribute to the students learning. However some authors (Bingimlas (2009); Ford et, al (2005)) explaining the barriers of the integration of technology in the education. The researchers also recognize some features like value views, self-efficacy, motivation and sociocultural aspects that are directly and indirectly involved with the application of technologically combined lessons in the field. Most of the literature proposed that technology must be combined in teacher education curriculum in such a way that the teachers are to be well prepared for the skill of combination theory and practice with technology of the day. One literature deals with the study that shows how professional development and technology can be related to the organizational characteristics of education. The researchers in the field were also able to find out some of the challenges in the field which needs to be overcome. The preservice teachers to give proper training and use the practical application to break the barrier in the integration of ICT in the education. > References > Barnea, N. & Dori, Y., J. (1997). In-service chemistry teachers' training: the impact of introducing computer technology on teachers' attitudes and classroom implementation. International Journal of Science Education, 19(5), 577-592, doi:10.1080/0950069970190506 > http://dx.doi.org/10.1080/0950069970190506 > Bingimlas, K.A. (2009). Barriers to the successful of Integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal Of Mathematics, Science & Technology Education, 5(3), 235-245. > Dewan, A., Scope of technology in higher education in India: A study, Technology for Education (T4E), 2010 International Conference on 1-3 July 2010, vol., no., pp.234-235, doi: 10.1109/T4E.2010.5550105 > Dawes, L. (2001). What stops teachers using new technology? In M. Leask (Ed.), Issues in teaching using ICT (pp. 61-79). London: Routledge. > Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342. Retrieved from > Ford, P., Garvin, T., Harlow, D., Mears, c., Meymaris, K.A., Otero, V., Pressini, D., Reidl, M. & Waite, B.(2005). Integrating technology into teacher education: a critical framework for implementing reform. Journal of Teacher Education,56(1). > Isabelle, C., & Lapointe, C. (2003). Start at the top: Successfully integrating information and communication technologies in schools by training principals. Alberta Journal of Educational Research, 49(2), 0. Retrieved from http://0-search.proquest.com.alpha2.latrobe.edu.au/docview/228620248?accountid=12001 > Lin, C. (2007). Beliefs about using technology in the mathematics classroom: Interviews with Pre-service elementary teachers. Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(2), 135-142. > Sadera, W., Thompson, A.& Willis, J. (1999). Research on technology and teacher education: Current status and future directions . Educational Technology Research and Development (ETR&D), 47(4), 29-45. > Makrakis, V. (1991). Computer-resource teachers: A study and a derived strategy for their use in in-service training. Journal of Computer And Education, 16 (1), 43-49. doi:10.1016/0360-1315(91)90040-X > O'dwyer, Laura M.; Russell, Michael; Bebell, Damian J.(2004). Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology: A Multilevel Perspective. education policy analysis archives, [S. l.], v. 12, p. 48, ISSN 1068-2341. Available at: . doi:http://dx.doi.org/10.14507/epaa.v12n48.2004. > Rai, A. (2014). ICT in teacher education. International Journal of Languages, Education and Social Sciences,13, (1). ISSN: 2278-3970 > Tezci, E. (2011). Factors that influence pre-service teachers' ICT usage in education. European Journal of Teacher Education, 34(4),483-499. doi :10.1080/02619768.2011.587116 > Usun, S. (2008). Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey ( a comparative review ). World Conference on Educational Sciences,1(1),331-334 doi:10.1016/j.sbspro.2009.01.062. >