Figure 1. Functions and Multi-Dimensional Scope of ICT Towards Development
The flight of globalization is steered through its course when fueled by knowledge, thrust by engines of technology and uplifted by force of information drive. The emergence of Information and Communication Technology era has the concrete potential of drastically transforming the teaching-learning process. Technology facilitates pedagogy and makes learning effective. This paper addresses on ICT as a key component of radical reformation in bringing about quality education through the functional prospects of new emerging technologies and techniques in developing societies where a one finger touch is the only requisite for getting a task accomplished. Simultaneously, eclectic technology-assisted education with just a click is expected to ensure optimum learning outcomes. This paper provides a meta-analysis of the importance of ICT in education, pros and cons of emerging technologies and the catalytic role played by ICT augmenting the expected learning outcomes in the current educational scenario that facilitates a national agenda of functional literacy. It enunciates on integration of ICT with different teaching strategies to enhance and ensure the scholastic performance. Traditional teaching method has now been revamped through ICT usage. Though the skill-based approach of ICT integration is focused now, the education system is compromised with quality gain. This article unfolded the reasons for glitches in the effective implementation of ICT in the system and the challenges faced in a rapidly expanding global information society. ICT being an icon of modernity and a beacon of innovations in the contemporary world, is still scarce in its utilitarian value and demands seamless efforts to plug the existing loopholes.
The functional style of modern education system and its st governance has been remarkably revitalized in the 21 century by the incorporation of technology-based instructions, acknowledged as ICT, i.e. Information and Communication Technology globally. Technology integration in education has affected the teaching-learning strategy with manifold improvements and subsequent editions (Enrique Hinostroza et al., 2011; Ghavifekr et al., 2014; Ghavifekr & Rosdy, 2015). The use of computing devices such as desktop computers, laptops, tablets, radio, television, cellular phones, network software and hardware, satellite system and so on, have made learning impressive, effective, easy and long-lasting. Advancement in the artificial intelligence system has proven to be an effective measure of increasing cognitive skills of a learner which already stands verified, as learning style plays a great role in the longer retention of concepts in minds (Fu, 2013; John & Sutherland, 2004). ICT involves the integration of various styles like Verbal, Visual, Musical/auditory, Physical/Kinaesthetic, and the combination of these strategies has stamped its essence in the academic achievement of a learner and the holistic development there at (Aktaruzzaman et al., 2011; Dellit, 2002; Ghavifekr et al., 2014; Shirazi et al., 2010). Responding, ignited and energetic minds can bring a drastic change in every sphere including the education sector as well, when ICT is used as a medium of the teaching-learning process (Romeo et al., 2012; Sutherland et al., 2004; Ubogu & Evarista, 2012). Educators have introduced Information technology somewhere three decades ago to the teaching-learning processes, initiated with CAI (Computer Assisted Instructions)/CAL (Computer Assisted Learning), which then transited to Multimedia and finally to Web-based Instructions and Computer-Mediated Communication (CMC). Looking into the speedy transition of strategy, it is expected that in the coming future, ICT will holistically occupy the objectives of the dream of a Digital India by 2030.
An altered pedagogical stream for imparting meaningful education involves innovations in its way and ICT is one of its revolutionary agents to bring about quality education in this pathway. ICT has drastically transformed the global educational scenario. Findings of the study by Khalid in 2009 for Australia reveals the fact that teachers have a positive attitude towards the integration of technology into education but they face hurdles in the entire process due to lack of competency, confidence and accessibility to the resources. Professional development of teachers is required to get expertise in using softwares and hardwares which would possibly augment the ICT integration in teaching-learning opportunities (Bingimlas, 2009). In the current scenario, where one side depicted the importance of ICT in education, the other side is shrugging with a critical challenge in its integration due to incompetency in the usage of technology for efficient pedagogy. A big question has been raised over the digital literacy of children. A survey study explored the causal factors influencing the integration of ICT in school education. Personal perception towards ICT, Teachers' incompetency, lack of time, resources and electronic-based learning resources with improper technical support could be the reasons for its in effective integration (Sokku & Anwar, 2019). For the rapid expansion of ICT, the teachers need to be prepared, trained and recruited with the requisite subject knowledge and ICT pedagogical skills. The ubiquity of Internet facility and smartphones opened up new vistas for innovative education. Successful integration of ICT in education is accomplished by Institute capacity and technical support, with efficient technology and network infrastructure, digital content and effective teachers' training, in addition to workshops at various levels for bringing a revolutionary change in the current education scenario in India (Shukla & Yadav, 2019; Sutherland et al., 2004; Ubogu & Evarista, 2012; Yuen et al, 2003). Further study supported the above perspective wherein the Turkish Ministry of Education also implemented ICT into pedagogy, and the teachers' positive attitude towards ICT integration in education was resultantly explored. The study explored the reasons for a positive attitudinal change of teachers towards ICT, and it was found that teachers as an agent of change must be motivated and ready to use ICT integrated teaching. They must be provided with distinct instructional abilities, training and skills required for the information age to support new teaching techniques (Cavas et al., 2009). A teacher is the first authority to compile ICT and education and they are the constructor of strategies that minimizes the pitfalls of ICT use in education (Wang & Dostál, 2017).
Documentary research and literature survey of a study explained the theoretical approaches and framework designed for the implementation of ICT in the formal education system and found many intricate relationships among ICT, curriculum designing, pedagogy and practices in classroom settings. "Intended, implemented and achieved" connotes three different dimensions of ICT curriculum where policymakers at the top level proposed aims and approaches to integrate ICT in education, pedagogical practices implemented in the formal educational system at the middle level, and the expected performance and learning outcome of the learners at the base level. This study revealed the inconsistencies and hurdles in the use of ICT at each level of the system and the possible remedial measures (Kaffash et al., 2010). Further, a generic model was proposed, consisting of three elements of pedagogy, social interaction and technology, which guided the integration of ICT in curricula for effective teaching and learning processes. It widens the scope of learning through a web-based learning environment, online discussions and ICT tools usage (Wang, 2008).
Akinloye and his colleagues highly recommended engaging learners in ICT-based learning programs with focus on teaching values of ICT for better academic outcomes (Akinloye et al., 2020). Another study reflected the tremendous use of ICT for making education sustainable. This study asserted that digital communication has led to a revolutionary change in the education system via developing computer self-efficacy among learners. Few studies also documented that ICT transformed the pace of work processes in educational institutions (Al- Rahmi et al., 2020). ICT motivates learners to attain comprehensive learning and reinforces students to exploit technologies for experiential, interactive and skillful learning. Further, a new study manifested the instructions to integrate ICT in classroom teaching and resolve the challenges in its involvement during teaching learning process (Goh & Sigala, 2020).
A conceptual model of the role of ICT was proposed by (Bidarian et al., 2011) based on the principles of selfregulation, self-learning, self-justice, self-evaluation and innovative thoughts to bring about the desirable changes in the education system. Under a broader scope, technology has now been integrated into teacher education program intending to prepare technically expert teachers who in their profession can lead to better integration of ICT in their classrooms. Technology Integration Model would never reach to peak unless teacher educators, pre-service and in-service teachers are acquainted and trained with ICT tools and its usage in pedagogy (Cherup & Snyder, 2003). A study on the innovative use of MXit, a mobile instant messaging teaching-learning platform, as an ICT tool by Meraka Institute in South Africa, was conducted in the education system. These findings asserted that it accelerates national educational goals by interlinking systematic pedagogy, technology, curricular and assessment reforms with the educational ICT resources (Ford & Botha, 2010). This paper ascertains the key factors responsible for the integration of ICTs in education and ICTs for education. It intends to evaluate the efficacy in the achievement and learning outcomes of the learners through ICT based teaching. Further, the study attempts to find the relevant strategies and initiatives to substantiate the effective use of ICT tools in the pedagogical process, quality education, accessibility of education and the pros and pitfalls of ICT based teaching in the contemporary developing world.
ICT refers to all equipment, applications and services that involve easy, quick and frequent communications. It is an umbrella term defined as a diverse pool of technological tools and resources, which succour in the fastest, easiest toand- fro information, including the creation, dissemination, storage and management of processed data for usage and better interpretability. Broadly defined, ICT is a resource for receiving and transmitting the information electronically in a digital form.
ICT has witnessed a multitude of usage in nearly all walks of our every day socio-economic life (Assar et al., 2010). To a banker, it eases all online transactions and helps him to save the financial data and oversee the entire banking activities later on. People are found engaged in businesses on a seller-buyer online platform under the purview of ecommerce. Workers in the industry perform faster as their machines are automated with computer programs having well-defined objectives. E-governance has been improved by undertaking ICT as an administrative tool to execute several governmental plans and policies at the grass-root level. The administrators use Strength-Weakness- Opportunity-Threats (SWOT) analysis in their workflow charts and framed methodologies with the detection of any specific errors if crept in. Government of all forms stay connected and essential services linked with health care, travel and transportation are ensured day and night through an online interface available via network mode. On the similar lines, a much more conspicuous trend of its usage is observed in academics and research (Banerjee, 2019; Brakels et al., 2002; Fredriksson et al., 2009; Lubin, 2016), where ICT is aptly applied in collecting and processing data by school educators and analysis by researchers in higher institutes of education and research.
Information technology is the system of retrieval, storage, and sending of information through computers and telecommunication. ICT is now an integral part of the every day schedule of every layman in the society. The digital revolution has led to a rapid change in the current technology that we never counted or realized these changes. The data from statista.com stated that 4.57 billion people use the internet which is 59% of the global population as of July, 2020. Nearly, 600 websites are created per minute. The Internet has now become an indispensable part of daily life. Let us discuss the pros and cons of ICT usage.
Globalization has covered the world under the click of a mouse. The landscape distances, and cultural and language differences have reduced, and internal and international affairs are at the footstep to be accessed within seconds; the cultural gap has lost its place. The entire world is enveloped under an umbrella of Global Village. Technology is playing a vital role in connecting the worldwide population under a single canopy of the planet.
Figure 1 shows Functions and Multi-Dimensional Scope of ICT towards Development.
Figure 1. Functions and Multi-Dimensional Scope of ICT Towards Development
Technology-assisted instruction accentuates the concept of "Think Smartly and Act Smartly" which can be efficiently summarized (Figure 1) under the following heads:
By rating the immense use of ICT in our daily life, it can be said in compendium that mental horizons are enlightened and the outlook is broadened through such a tool for dispersal of knowledge and enhancement of human creativity (Kaffash et al., 2010; Livingstone, 2012; Lubin, 2016; Sutherland et al., 2004). The efficiency in accomplished teaching and quality learning is carried over a longer span in a classroom environment (Aktaruzzaman et al., 2011; Assar et al., 2010; Banerjee, 2019; Devi et al., 2012; Ghavifekr & Rosdy, 2015; John & Sutherland, 2004).
Lack of competent, qualified, trained and experienced teachers in ICT (Player-Koro, 2012; Quadros-Flores et al., 2018; Romeo et al., 2012) is the recurring and escalating issue here. Teachers without requisite knowledge and experience can develop misconceptions and narrow perceptions throughout society like ICT is a tough subject, a very costly affair and only the rich can afford it (Ubogu & Evarista, 2012).
The extensive application of ICT in the education sector has redefined the education strategy in the global context. It has a significant impact on the roles and functions with regard to teacher and learner as well (Huang & Price, 2016; Wong & Li, 2006). The changes emerging on the Indian scene are not as concrete as the one seen at the international trends (Devi et al., 2012; Ghavifekr et al., 2014; Shukla & Yadav, 2019). This is because in developed countries the functional literacy rate is higher than the one observed in the developing countries. Easy approach and accessibility of technology-based learning and instructions have improved the quality of education and heightened the teaching efficiency by the use of new modern channels of information (Voogt et al., 2013). ICT is not replacing the role of the teacher, but its usage versatility underlies in enhancing the teaching styles.
Information and communication technology has brought about a revolutionary phase where the concept has shifted from knowledge acquisition to knowledge construction in an educational paradigm (Kaffash et al., 2010). Earlier, the teacher was the main source of imparting knowledge along with the textbooks, but now ICT has opened multiple doors for gaining new knowledge. Researchers have revealed that the development of ICT has changed the epi-centre of knowledge (Hinostroza et al., 2008). We can say that today's knowledge source has been decentralized and diverse sources are approachable for learning, thus setting up an impeccable benchmark in terms of quality in education.
In human development and welfare of the society (Assar et al., 2010), knowledge is always considered as an indispensable foundation where the skills are honed-up and diversified experiences are met with. Such skills are bettered and wisely displayed in a progressive society as:
Bygone are the days when the teacher's role was being simple orator just following widely a traditional lecture method. But contemporarily with the incorporation of new diverse technologies, smart classrooms are restructured where the teaching practices are modelled (Beldarrain, 2006). An established premise which the learning time equates classroom time is eliminated. Learning knows no bounds now. It can be at any place, at any time without any restriction (Noor-Ul-Amin, 2013). Students are motivated to revise the topic as many times as they want. It is learning by own pace and on own will at one's own time without any interventions by any instructor, and it generates genuine interest towards grasping the content (Brakels et al., 2002).
The problem of non-availability of laboratories in some schools can be compensated to a large extent through the use of technology-assisted classrooms. Though it is not a hand-based activity, the method has an influential role in the learning processes. ICT based lesson plans are taught with the help of videos, animations, demonstrations of experiments. Digital demonstrations as well as digital simulation of laboratory activities are observed in the same way as it is done by hands, cost-effectively and without any risk. Though the process cannot replace the hands-on-experience and remains un-equated with it, this seems much promising and handy when cozy Laboratory facilities are not accessible.
E-contents are developed with the expertise of instructors and the various designs they use. Multimedia enabled modules for various curriculums are the richest sources for quality teaching on the platforms where learning is in practical hands rather than based on theories only.
ICT facilitates self-learning at the learner's pace at his own will anywhere. The conducive and effective technologies lead the learner to learn on his own. Traditional practices have now been outdated, and the use of ICT is unavoidable to pace up with the rate held in advanced and developed nations for our better education standard and better economy.
The education system has been rapidly changing because of the incorporation of ICT in it. It can promote various learning approaches viz. Virtual Reality Technology for learning, Collaborative learning, Integrated learning, Evaluative learning, Active learning, Creative Learning, Project-Based Learning, etc. Various ICT based learning methods are discussed below which has proven its efficacy in developing a potential learner with maximized learning.
With advanced scope in educational technology, virtual reality and gaming are now extensively used in the education system. Virtual reality is a potential tool for transforming pedagogy and offering in-depth knowledge and comprehension (Kamińska et al., 2019). It provides a 3D computer-generated learning environment, where learners experience real events despite their true existence. In simple words, it is a simulation of real events, objects and phenomena, in three-dimensional structures assigning a real interactive platform with sound and feedback. It holds the advantage of providing a platform to the users for getting real experiences without any penalties that could probably happen. Google, Facebook is using these applications widely in the classroom environment and facilitating learning. Google expedition is one of the examples of the virtual field trip of VR Technology where students are provided the real experience of an inaccessible region of the globe like a deep-sea or outer space. Further, Unimersiv is a language learning app that triggers the brain to learn a language like Virtual reality simulations as if one is interacting with other learners in a virtual world. Skill training is also offered to the learners through virtual reality simulations (Oyelere et al., 2020; Pineida, 2011). Using VR Headsets in the Philosophy class, Theory classes are more conceivable offering virtual reality during the entire learning process. Centuries-old facts and theories are more comprehensible with the effective implementation of this latest technology. VR technologybased learning has also numerous prospects to enhance the creativity of learners in architecture and design. Students are offered a virtual visit to the computergenerated 3D model of the Oculus Rift hardware, that acts as a potential intervention to augment the creativity instigating learners to design their architecture. The use of the Oculus Rift Technology also proved a boon to the children with special needs providing a visual insight to their imagination to learn the lessons. Online mode of learning has benefitted manifolds through the effective implementation of Virtual Reality technology and it has drastically improved the learning outcomes among distant online learners. Virtual Reality lectures are highly enjoyed and appreciated among the learning community. VRChat is a social application that renders an open learning interactive platform for discussions among lecturers and peers.
Also named as Integrative learning which has the integration of online teaching as well as in-person learning experiences, both parallel and complement to one another. It is also termed as Hybrid learning and Mixedmode learning. Blended learning can be seen as de-facto reform strategies where the internet, digital learning technologies are blended with traditional practices of teaching by a teacher in the classroom. Online classroom-based courses may include video-recorded lectures, live videos and text chats, and other digitally-enabled learning activities. Students can work individually, independently on assignments, online lessons, projects, and simultaneously can discuss their work, or make a query to their teachers for clarifying various concepts. They can do their project online at home also and can get assistance any time by their teacher during the assigned work in progress.
It is the functional and practical aspect of learning where the learner is highly active and is found using activity-based learning to form the updated-clarified fundamental basics to the concepts been taught.
An apt statement of wider acceptance is that “Every child is born creative; the need is to dig out his traits from inside”. ICT supported creative learning develops potential in learner and basically, it attempts to up-heel seven competencies in a learner, together termed as core creative competencies. They are hereby worth mentioning as; Imagination, Power of Observation, Memory, Emotional Management, Concentration, Thinking and Communication/ Power of Expression.
It is a strategy of ICT based diagnostic learning which provides different learning pathways and allows learners to explore and discover the knowledge rather than just listening and remembering. It is student-directed learning and is self-explorative in nature and content.
This strategy develops the thinking and reasoning power of the learner. It is an inquiry-based approach to learning where ICT enhances learning by providing effective diverse tools and technologies used in a different arena. It gives real learning, hands-on experience, and true knowledge with a sound base and consolidated intellect.
ICT acts as a driving force that involves blended interaction and cooperation, thus empowering the communicative skills and supports teamwork. It expands the learning space where peers, mentors and experts from different fields find included among themselves.
It is the concept of liberal learning where learners are engaged in comprehending curricular content at different times at different locations conveniently according to their own will and pace. Student can move to the next learning stage only when he is fully satisfied that the lesson has been learnt at maximum. Pre-recorded video lessons or any game-based learning task can be accomplished by students which could be completed on their own. Howsoever, it may include instructional interactions through e-mail exchanges between the learner and the teacher, and the discussion boards which might not be responded with immediate effect in person or in real-time but are answered later.
It is a learning experience at the same real-time achieved synchronously but not done at the same place, even not in-person learning where teachers instruct the students present in the same classroom. For example, online videoconferences, interactive webinars, chat-based online discussions, and the live broadcasting of lectures in the same real-time. Hence, it is an online schedule event where teaching learning process goes at the same time but at different places. It requires specific date and fixed time for any course activity. These are interactive internetbased technologies, which has overcome the hurdle of distances across miles and miles between pupil and teacher. And thus, the concept of globalization in education is emancipated and acknowledged as a boon to the world community at large.
Digital communication has empowered the learners to acquire knowledge at their own pace, interest, and without the physical presence of a teacher. ICT has made students self-reliant and accountable. Digital learning is providing numerous advantages for easy and assured learning. Recorded lectures can be listened as many times till pupils understand it completely. A missing portion can be recovered according to their convenience. Digital Learning resource is readily available round the clock facilitating extra studies even after closure of labs and libraries. Even science experiments can be carried out through tools like Lab simulations while being at home. Online learning offers a connected-learning messaging platform like Zoom, Slack, Microsoft Teams, WhatsApp, Telegram, etc. where students can connect to the educated world community to satisfy their queries. Google hangout, Google-meet, Video conferencing are a few other ways to get connected with academicians to share knowledge. Authentic and valid information is now accessible easily (Durodolu & Mojapelo, 2020; Mukti et al., 2020; Pineida, 2011). Smart classrooms exemplified the emerging advancement in educational technology, augmenting the quality of teaching and learning. A blend of traditional teaching cum modern innovative pedagogy with effective implementation of ICT in the classroom is certainly a need of the hour. Insufficient availability of Infrastructure like electricity, Internet, and experts to tackle these advanced technologies are few challenges that are crippling the education system. Further, rigorous technical training is a prime requisite for teachers to incorporate technology in education. Rapid advancing technology in various avenues now demand professionally qualified, sound and competent teachers to make use of ICT in the classroom efficiently and effectively (Carnoy, 2005). It requires a great deal of pedagogical efforts to choose appropriate methods while integrating technology in education (Ishaq et al., 2020; Aktaruzzaman et al., 2011). Educational reforms have taken up several steps to make the education process a real learning process. Complex information is simplified and disseminated in a very easy way to assure understanding at the root level with concept clarity. Educational hubs are now offering robust, novel and powerful technology-based tools to meet the diverse need of today's aspirational students. Virtual Reality (VR) and other educational games are now surfacing technologies, though existed for the last decades, and its implementation in the classroom is a newer approach to teaching especially in developing nations. Virtual reality is evidencing as a potential ICT tool-making with the teaching-learning process productive and skillful (Kamińska et al., 2019). Books are now replaced by instructional content, with digital e-books. Tablets, Note Books and Smartphones with proper installation of applications have superseded classical notebooks. VR and educational games are novel teaching technologies confessing a vigorous acceleration in transforming the education scene over the entire globe. The application of educational virtual reality games (EVRGs) has brought desired learning outcomes among students' performance. ICT tool has revolutionized the entire education system and has impelled thrust upon pedagogical processes. A computer-simulated, high-tech application of VR in education provides an illusion of a reality not only through sight, but sound and touch also making the learner feel like being in a virtual world (Oyelere et al., 2020). Students can select their universities through virtual campus visits for pursuing higher academic excellence. Hence, VR technology revamps the mode of teaching via collaboration among lecturers and learners. Many researches have proved its efficacy in raising motivation towards learning and generating curiosity and interest to construct new knowledge. It further develops social interactions enhancing the linguistic skills of the learners. In crux, it can be said that online ICT-based teaching-learning is fun and it focuses on learning while playing and learning without burden.
The mainstream of the strength of a nation lies in the quality of education its people are delivered with. Technologyenabled education has a subtle connotation for the entire scenario dealing with main issues of approach, competency, management and quality. ICT and its awareness in society lead to a decisive impact on educational processes at all scales of a growing society viz. on a local, national, or global platform. The development of e-content has escalated the quality of instructions, easily comprehended by the learner. It tries to gratify the query of a learner, and support the provocation of independent learning. Technology has transformed education from teacher-centric to learner-centric. In this domain, learning is considered as the construction of knowledge rather than a mere rote collection of facts. The acquisition of knowledge is now replaced by the construction of knowledge. ICT application gives many choices where the students get the diverse opportunities to educate themselves anywhere, anytime and at anyplace. ICT also has extended the scope for distance learning programs and a well-channelized system of open education. Geographical barriers are now withered away by ICT, Internet, World-Wide-Web,Media, etc. Indulgence of ICT has improved the quality of education and has added a new dimension to the transcending of progress across the length and width of the nation. Development of online programs with effective usage of ICT equipment to access, retrieve, store, organize, manipulate data and seek meaningful information, assist widely in laying the foundation of higher order cognitive skills towards developing the potential of a learner and his personality over the time. It connects learners to the experts over a virtual space where they can have an open discussion and share knowledge. Thus, ICT plays a catalytic role in enhancing the quality in a way, and has a profound influence on the nation's growth through the generation of new ideas, dissemination of knowledge over a wider spectrum of society and instilling confidence among young energetic minds. With this large contribution of ICT in recent times, the overall growth in literacy levels and economic impetus is highly predictable and reassured for a developing nation.
Large scale revolutionary impacts of ICT have been visualized in all areas where the simple click of a mouse is in everyone's reach. Nowadays, ICT has encircled almost all the arenas, be it the education sector, banking sector, architecture, health care and insurance, online shopping, industry initiatives, and transportation. Furthermore, ICT is a vital tool used in research and technological innovations. Functional Literacy in society can be felt only when a learner is aware of the technology. Therefore, technoliteracy holds the key to transformation of the society affecting functional literacy in a nutshell.
School is the miniature of society, where the youngsters will be the future torch-bearers in the march of progress, and therefore they should be synchronously educated with the advancement of technology. For this purpose, it is obligatory to restructure the conventional classrooms as smart classrooms with well-equipped technology-based facilities. A teacher should be well trained and equipped in using ICT and being aware of when to use it and in what way. Training must be given to them at regular intervals for any up-gradation of technologies. A teacher must introduce ICT to pedagogical practices so that there will be all-round development of a learner. The use of ICT will improve the quality of education and shall cast an everlasting memory in the minds of people instantaneously. Concurrently, it shall also empower almost all the psychological dimensions in a learner like cognitive skills, remembrance, creativity, thinking and reasoning ability. Nowadays, online examinations are conducted everywhere. This serves as the best example of the pivotal role of ICT where the steps of educators can be ecofriendly. Paper wastage will be minimized, governance will be handled with greater transparency with subdued nepotism and refinement in the order of educational administration. Certainly, such a system will prove to be a beneficial way in quest of the best knack of people of the country and exploring the vast possibilities of re-enforcing the socio-economic fabric of the nation. With this framework, wider usage of ICT is highly suggestive as an integral component of decentralized planning at the forefront of a Digital India.