Copyright © 2018 Prof. Nityashree Nadar, Dr. R. Kamatchi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. International Journal of Engineering & Technology, 7 (4) (2018) 2684-2686 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET doi: 10.14419/ijet.v7i4.13842 Research paper Describing proof on hybrid model of ICT and collaborative learning Nityashree Nadar 1 *, Dr. R. Kamatchi 2 1 Bharathiar University,Coimbatore , India 2 Amity School of Engineering and Technology, Panvel, Navi Mumbai, India, *Corresponding author E-mail: nityashreenadar@yahoo.co.in Abstract This paper analysis document to explore tendencies of implementing of ICT in social media and collaborative learning which was ex- plained in the previous paper with an experiment using the study of algebra data set. After analysing the hybrid model, this paper ex- plains the analysis of that novel approach has another remarkable role as a developer and source of innovation. A proposed model that has been suggested to form a starting point for the next ICT education. Keywords: Social Media; Information and Communication Technology; Collaborative Learning. 1. Introduction The beginning of the 21st Century, the impact of introducing in- formation and communication technology (ICT) in society has been perceived by governments as important parts of ensuring prosperity, knowledge and economic growth. As such, ICT educa- tion became an important focus, as a way of speeding up the pro- cess of fostering knowledge and assuring that future specialist are capable to continue and improve the knowledge required to im- prove technological progress [2-3]. All Worlds-countries started important campaigns of implementing ICT education in their na- tional education systems. In particular, India has seen important changes in its ICT curriculum. Being considered a first world country with a high level of human development, India has an interesting reform framework, as the country has a large area and very diverse populations, and, in various contexts, the content taught might vary dramatically in complexities, difficulty, and themes [4]. The governments sustained efforts to implement in all schools important technological updates so that they have a large degree of technological devices and a very sustainable internet infrastructure. In addition, introducing programing classes in pre- university curriculum had become important in India [5]. This research has several goals. The first goal is to analyze the content of the ICT curricula in both states and shows curricular similarities and differences between these two educational systems. The sec- ond goal is to understand policies and the way ICT policies are structured for teachers and students. Third, this study intends to understand the ways in which ICT is treated as a passive use of technology or as a way of learning programming and software design. 2. Methods This research uses qualitative research methods in order to per- form document analysis [9], in order to understand and explore in details the ICT with respect to social media and collaborative learning model which was proposed in paper [1] in Indian schools. For many researchers [e.g. 10-11], document analysis is a valuable practice consisting in finding, appraising, synthesizing and making sense of informational and contextual content presented in these documents as social artifacts. This method can be used together with other techniques but can be used as well as a stand-alone technique of qualitative analysis. 3. Findings The model which was proposed in paper [1] speaks out the im- portance of social media and Collaborative learning .the model comes out with an experiment of decision tree saying thet it is good for learning the high school maths which was preformed using the data set. Next it is gone for the study which is related to the proposed in the previous years which was being a global phe- nomenon yet developed by various countries with different eco- nomic, cultural and social views, the ICT education has being implemented in various ways and perspectives [6-7]. Even the basic notions and key terms are different in different states from India [8]. In India, the ICT syllabus has different terms in New South Wales and Victoria states and we focus this discussion in only these two states as they contain the largest population in In- dia. While it is well known that India allows state a large degree of differences in education, this is strongly emphasized with the ICT curriculum content and policies. For instance, it was found that the Victoria state curriculum recently started to implement in 2017 a new curriculum for K to year 10 called Digital Technologies [8]. It has three important roles: to help students understand applying social, and the role of digital devices, to use digital technologies such as mathematics in other areas, and to initiate students in cod- ing. In order to use ICT in other areas of learning and knowledge, ICT capabilities are structured as: a) investigating with ICT, b) creating with ICT and c) communicating with ICT. In India, the curriculum development remains behind..There is still the old ICT curriculum in place, as the national changes implemented in Vic- toria we do not find them in India. In this state, the ICT curricu-