Abstract

We are passing through a transition period from traditional teaching methods to technological teaching methods in higher education. The increasing availability of technological devices and information and communication technologies (ICTs), such as web-based internet services, has inspired teachers and students toward more effective, efficient, and fast teaching and learning activities. When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are frequently discussed, yet the days of resisting ICTs are fading. This shift is supported by recent surveys showing that 73.67 per cent of readers incorporated technology into their classes during the past year. This was the third most popular activity, exceeded only by the 85.81 per cent who attended a professional development workshop or conference and the 83.92 per cent who used a rubric. However, the use of technology must be rational and ethical; otherwise, it becomes a bane for both teacher and learner, acting as a double-edged sword that may attract penal provisions under the Information Technology Act, 2000

This paper attempts to evaluate the importance of the use of advanced technologies in higher educational teaching-learning activities and their ill effects if they are misused.

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