G.K. Chetan Kumar, K.B. Rangappa
Although Information
communication technology was bound to transform teaching learning pedagogy in
developing nations, advent of Covid-19 and subsequent nation-wide lock down has
acted as a catalyst for the process. Experience from developed world has shown
that Information Communication Technology enhances learning process. In India
there has always been a prevalence of dichotomy of resources between rural and
urban regions. Government of India has taken initiatives like Provision of
Urban Amenities to Rural Areas, Pradhan Mantri Jan Dhan Yojana, Deendayal
Upadhyaya Gram Jyoti Yojana, Pradhan Mantri Sahaj Bijli Har Gar Yojana to
strengthen socio economic infrastructure in rural area. Along with this some of
the State Governments like that of Karnataka and Uttar Pradesh have initiatives
to promote digital learning among students in both urban and rural areas. In
this context it becomes pertinent to analyze whether students in rural area are
on par with the students in urban area to access digital learning. This is even
more relevant as nearly 65% of Indian population resides in rural areas. Our
research paper aims to suggest appropriate policy suggestions to bridge this
gap, if any.
Digital devices,
E-Applications, Rural and urban students, Information Communication Technology,
Learning Outcomes
VOL.13, ISSUE No.3, September 2021