Mobile Communication Devices as a Tool of Educational Process: a Brief Reference to Indian Scenario

Abhijit Mitra, Bhairab Ganguly College, Belgharia, Kolkata  


Mobile technology has opened various avenues for education. M-learning is a new way of learning, in which mobile devices including handheld tablets, PDA, mobile phones, symbian and smart phones are used for teaching-learning purposes. It makes learning portable, spontaneous, effective and exciting. We can record the lectures, read E-books, provide feedback, access internet, multimedia materials, and practical exercises and use software for educational purpose. This paper discusses the concept of M-learning and examines its significance in education. The paper explores the challenges of M-learning and examines the present trends of M-learning in India.

ICT as an Aid in Teaching English Literature and Bridging the Digital Divide

Manali Jain,Gauhati University, Assam, India


Information and Communication Technology (ICT) in higher education can revolutionise the education sector in India, thereby making its impact felt in other areas like governance, economy and administration. The National Mission on Education through Information and Communication Technology (NME-ICT),  launched in 2009 by the Central government, seeks to provide connectivity across the country. It is a project under which various schemes have been undertaken. One such scheme has been undertaken by University Grants Commission (UGC) to develop e-content for around 77 subjects at the postgraduate level, which would be put up on the web portal of the Ministry of Human Resource Development – “Sakshat”. Today in the fast pacing world where everything is digitized, the education sector should not lag behind, because it is education which ensures the future of the citizens and the progress of the country. Use of ICT in higher education in the field of engineering, medical science, accountancy, management, business administration, computer science, information technology can be easily thought of. But what about the use of ICT tools in the so called ‘traditional’ subjects of history, literature, political science, economics and other areas of humanities? In this paper, I would focus on how use of ICT in the teaching of English literature can make it interesting for students, teachers, research scholars and how the dynamics of the subject can come alive, for study of literature is, in fact, is studying a number of subjects in multidisciplinary and interdisciplinary modes and ICT can provide a fitting platform of convergence for that.