{"id":12280,"date":"2026-06-11T00:26:16","date_gmt":"2026-06-10T18:56:16","guid":{"rendered":"https:\/\/bijmrd.com\/?p=12280"},"modified":"2026-06-11T00:26:17","modified_gmt":"2026-06-10T18:56:17","slug":"a-study-on-the-ict-interest-of-teachers-working-with-higher-secondary-students","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume4-issue5\/a-study-on-the-ict-interest-of-teachers-working-with-higher-secondary-students\/","title":{"rendered":"A Study on the ICT Interest of Teachers Working with Higher Secondary Students"},"content":{"rendered":"\n

Author: Dr. S. Karunanithi<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04050003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The proliferation of technologies has complicated the teaching learning process and finding the best ways of integrating technology into classroom practice is one of the challenges the 21st century teachers face. Effectively integrating ICT into learning system is much more complicated than providing computers securing a connection to the internet. It is a fact that teachers play an important role to deal with the current demands of society and economy. Hence, building the capacity of teachers in the utilization of ICT for education requires long term continuous development of the lead trainers, sharing of knowledge among teachers, partnerships and collaboration among educators and organizations, and support from principals and administrators. These factors must be available in order to create changes in the classroom. The present study has been done so as to study the ICT interest of the higher secondary school teachers. Random sampling technique has been used in the selection of the sample of as many as 529 higher secondary school teachers. The ICT interest inventory has been constructed and validated by Rajasekar, S., (2014) has been distributed to them and the responses were collected and computed according to the objectives framed. The findings of the study revealed that the higher secondary school teachers shows an average level of ICT interest and the same trend has been seen in respect of the sub-samples, too.<\/p>\n\n\n\n

Keywords:<\/strong> ICT Interest, Higher Secondary School Teachers.<\/p>\n\n\n\n

Page No: 17-20<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Dr. S. Karunanithi DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04050003 Abstract: The proliferation of technologies has complicated the teaching learning process and finding the best ways of integrating technology into classroom practice is one of the challenges the 21st century teachers face. Effectively integrating ICT into learning system is much more complicated than providing computers securing a connection …<\/p>\n

A Study on the ICT Interest of Teachers Working with Higher Secondary Students<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[58],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume4 Issue5<\/a>","rttpg_excerpt":"Author: Dr. S. Karunanithi DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04050003 Abstract: The proliferation of technologies has complicated the teaching learning process and finding the best ways of integrating technology into classroom practice is one of the challenges the 21st century teachers face. Effectively integrating ICT into learning system is much more complicated than providing computers securing a connection…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/12280"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=12280"}],"version-history":[{"count":1,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/12280\/revisions"}],"predecessor-version":[{"id":12282,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/12280\/revisions\/12282"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=12280"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=12280"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=12280"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}