INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 12, DECEMBER 2019 ISSN 2277-8616 2051 IJSTR©2019 www.ijstr.org Fact Findings Of Exploring ICT Model In Teaching Learning Vikrant Shaga, Samee Sayyad, K. Vengatesan and Abhishek Kumar Abstract: In past few years, ICT has been adopted by many universities, colleges and industries for better transmission of ideas. Industry experts finding it facile in delivering expert talks using webinars, video conferencing and other ICT resources. Government of India took great initiatives by introducing various teaching learning schemes for enhancing curriculum design, professional development, preparation, evaluation techniques and so on. This has created a very good opportunities for the domain experts to explore their innovative ideas to the audiences. This paper will highlight the impact of using ICT tools in various regions of the world. Also, we have focused on the impact of our own designed ICT model in present teaching learning. Impact of our model is measured on the basis of feedbacks given by students. We have analyzed different factors on the basis of student’s approach, satisfaction level and interest. It is observed that level of understanding of students raise to some extent but opinions differ gender-wise in some cases. Index Terms: ICT, Teaching learning, Evaluation techniques, ICT tools, Multimedia, MOOCs. ——————————  —————————— 1. INTRODUCTION Modern technologies motivated the students for self-centric teaching learning. Online videos, study contents, Blogs and other resources foster them to build innovative software applications for the continuous changing society. Before development students have been motivated to provide the solutions for the problem statements which were based on real time situations or problems. Government of India recently initiated many competitive activities for student community to come up with new innovative ideas and solutions. Once problem has the appropriate solution, they will be allowed to proceed for software development. This will not only enhance student technical skill but also increases entrepreneurial skills [1]. According to survey, 400 universities and 14,000 colleges have been benefited with high speed (1 GBPS) internet connectivity [2]. Government of South Korea is the key reason to promote the use of ICT for innovations, private equity and support, increase in job opportunities as a reason of economic growth and sustainability in their country [3]. Changes in technologies also affected the usage of ICT in countries like Southern Africa due to which delivery services related to ICT becomes difficult [4]. The initiatives taken by Australian Government has the positive outcomes by investing in e- learning and e-government resources for the better and improved livelihood of rural citizens [5]. Due to empirical model designed using ICT for enhancing practical knowledge, Students find ICT is very useful in case of reflective thinking, interpretation, relevance and for tutor interaction [6]. Teachers were also becoming highly technological competent and were providing best practices for future perspective. In the figure below, focuses on the intersection of three circles which indicates the new type of knowledge which is available in training institutions and comprises content, pedagogy and technology. [7]. Fig.1. Technological Pedagogical Content Knowledge 2 OVERVIEW This model was designed especially for enhancing the conduct of practical sessions in education institutes. This model is student-centric model in which their own teachers are the course owners or experts who incorporate entire contents into the online system. Online education resources created in Gnomio(Moodle), videos created using Screencast-O-Matic uploaded on YouTube and YouTube links embedded in Gnomio. For editing any video, any free sotware tools can be used. Entire model uses ICT and open source tools and technology for better outcome. Role of instructor is to use pedagogy, course management, student management, adding activities, evaluation on the basis of using designed activities, interaction and optimize solution given for the problem. The activities in the existing model is creation of problem statements and expected output, providing reference videos based on the same topic, Quiz on the same topic, few assignment questions (offline/online) and discussion forum for discussing queries with the course coordinator. Effectiveness of the above model at the student level involves metrics related to student access of the resource and student learning. As we have started this process of teaching learning with practical approach, positive outcomes are observed. Feedback of students about the use of this ICT model in teaching learning is more useful and effective. In terms of ————————————————  Vikrant Saga is currently working at Thakur Institute of Management Studies Career Development & Research, Mumbai University ,Kandivali, shagavik@gmail.com  Samee Sayyad is currently working as an Assistant professor at School of Engineering Symbiosis Skills and Open University , Pune, samee.syd@gmail.com  K. Vengatesan is currently working as an Associate professor at Department of Computer Engineering, Sanjivani College of engineering, Kopargaon, vengicse2005@gmail.com  Abhishek Kumar is currently working as an Assistant Professor at department of computer Science, Banaras Hindu University, Varanasi, abhishek.maacindia@gmail.com