DOI Prefix : 10.9780 | Journal DOI : 10.9780/22307850
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Volume : IV, Issue : V, June - 2014

TECHNOLOGYINTEGRA TION IN MANAGEMENTEDUCA TION

Roopali Batra, R. R. Rajan Chaudhary

DOI : 10.9780/22307850, By : Laxmi Book Publication

Abstract :

Technologies at present are influencing each and every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. T echnological innovation may now be changing the very way the academicians teach and students learn. Education reform is occurring throughout the world and one of the tenets of the reform is the introduction and integration of technology in the education system.

Keywords :


    Article :


    Cite This Article :

    Roopali Batra, R. R. Rajan Chaudhary(2014). TECHNOLOGYINTEGRA TION IN MANAGEMENTEDUCA TION. Indian Streams Research Journal, Vol. IV, Issue. V, DOI : 10.9780/22307850, http://isrj.org/UploadedData/4807.pdf

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    153. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
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    156. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
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    162. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    163. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    164. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
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    168. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    169. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
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    171. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    172. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
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    174. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    175. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    176. Mathematics Education, 2, 137– 144.
    177. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    178. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    179. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    180. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    181. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    182. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    183. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    184. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    185. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    186. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    187. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    188. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    189. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    190. Mathematics Education, 2, 137– 144.
    191. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    192. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    193. Mathematics Education, 2, 137– 144.
    194. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    195. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    196. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    197. Mathematics Education, 2, 137– 144.
    198. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    199. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    200. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    201. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    202. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    203. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    204. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    205. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    206. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    207. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    208. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    209. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    210. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    211. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    212. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    213. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    214. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    215. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    216. Mathematics Education, 2, 137– 144.
    217. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    218. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    219. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    220. Mathematics Education, 2, 137– 144.
    221. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    222. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    223. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    224. Mathematics Education, 2, 137– 144.
    225. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    226. Mathematics Education, 2, 137– 144.
    227. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    228. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    229. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    230. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    231. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    232. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    233. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    234. Mathematics Education, 2, 137– 144.
    235. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    236. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    237. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    238. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    239. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    240. Mathematics Education, 2, 137– 144.
    241. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    242. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    243. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    244. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    245. Mathematics Education, 2, 137– 144.
    246. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    247. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    248. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    249. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    250. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    251. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    252. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    253. Mathematics Education, 2, 137– 144.
    254. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    255. Mathematics Education, 2, 137– 144.
    256. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    257. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    258. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    259. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    260. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    261. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    262. Mathematics Education, 2, 137– 144.
    263. Mathematics Education, 2, 137– 144.
    264. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    265. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    266. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    267. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    268. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    269. Mathematics Education, 2, 137– 144.
    270. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    271. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    272. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    273. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    274. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    275. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    276. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    277. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge
    278. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    279. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    280. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    281. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    282. Becker, W.E. and Watts, W. (1999). How Departments of Economics Evaluate T eaching, The American Economic Review, Papers and Proceedings of the One Hundred Eleventh Annual Meeting of the American Economic Association, 89(2):, 344-349.
    283. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    284. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    285. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    286. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    287. Mathematics Education, 2, 137– 144.
    288. Mathematics Education, 2, 137– 144.
    289. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    290. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    291. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    292. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    293. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    294. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    295. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    296. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    297. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    298. Adler, R.W . & Milne, M.J. (1998). The Challenges of Learner-Centred Education (Part 2), Chartered Accountants Journal of New Zealand, 77(2): 31-33.
    299. Mathematics Education, 2, 137– 144.
    300. Carlson, M. (2000). A study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical
    301. Brand, B. (1998). The process of change in vocational education and training in the United States. In I. Finlay , S. Niven, & S.
    302. Adler, R.W . & Milne, M.J. (1998). Learning to Learn: The T eaching Implications, Education Network, Spring, p. 7.
    303. Mathematics Education, 2, 137– 144.
    304. intimacy in solving problems, Proceedings of the 24th Conference of the International Group for the Psychology of
    305. Mathematics Education, 2, 137– 144.
    306. Bhattacharya, I. & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm, International Journal of Educational Management 21(6), 543-568
    307. Alexander, S. and J. McKenzie, (1998). An Evaluation of Information T echnology Projects for University Learnin Canberra, Australian Government Printing Service.
    308. Mathematics Education, 2, 137– 144.
    309. Mathematics Education, 2, 137– 144.
    310. Agarwal, P . (2006).Higher education in India: the need for a change, Indian Council for Research on International Economic Relations.
    311. Y oung (Eds.), Changing vocational education and training: An international comparative perspective (pp. 137-155). London:Routledge

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