~ 385 ~ ISSN Print: 2394-7500 ISSN Online: 2394-5869 Impact Factor: 8.4 IJAR 2021; 7(1): 385-388 www.allresearchjournal.com Received: 04-11-2020 Accepted: 06-12-2020 Dr. Sarita Goswami Associate Professor, Head, Dept. of Education IIMT University, Meerut, Uttar Pradesh, India Corresponding Author: Dr. Sarita Goswami Associate Professor, Head, Dept. of Education IIMT University, Meerut, Uttar Pradesh, India Secondary school teachers’ attitude towards information and communication technology (ICT) in Meerut city: A comparative study Dr. Sarita Goswami Abstract This study is related to the secondary school teachers’ attitude towards ICT in Meerut City. A descriptive cum survey method was adopted with a sample of 120 secondary school teachers selected using random sampling technique from government and private secondary schools of Meerut City. Attitude Scale towards Information and Communication Technology for Teachers was used to collect the data. The data were analyzed by using the mean, standard deviation and ‘t’ test. The findings showed that secondary school teachers have a favorable attitude towards ICT. The results indicated that there is no significant difference in the secondary school teachers’ attitudes towards ICT in relation to stream, gender and areas of school. Keywords: information and communication technology, secondary school teachers, attitude 1. Introduction The quality of education as well as teachers, both are interconnected. The main source of quality of education is the teachers’ attitude towards ICT. From the very beginning, teacher educators have been the promoters in any educational reformation movement. Teachers who contribute in educational improvement were an effective and dominating personality. The teacher’s effectiveness depends upon their attitude, characteristics and their classroom environment and its organization and management. In India, Various commissions and committees have recommended various methods for qualitative improvements in education. As a result, the teachers are inspired, motivated, to develop better curriculum, text books and teaching aids. But, all teacher’s efforts are meaningless, if they do not have the positive attitude towards educational technology. The teaching learning process has been greatly inclined by rapid advancement in Information and Communication Technology (ICT). The greatest challenge of society is related to face with knowledge and technological expertise that is necessary for finding, applying and evaluating information. Appearance of Information and Communication Technology has accompanied in a new era of our civilization in which digitalization has almost become a better alternative, because it has influenced every facade of human life including education. The introduction of Information and Communication Technology (ICT) in school education will encourage and motivate the students as well as teachers to explore new areas of advancement with reference to its latest developments in various stages In today’s era, every aspect of human life is influenced by scientific discoveries and inventions. The field of education also could not remain free from its effects. The development of ICT like radio, tape recorder, television, radio, computer etc. is bringing education closer to technology. Any part of education, whether it is method, objectives or teaching process, or research work, provisions helpless due to lack of technology. Whether it is a problem related to theoretical knowledge of teachers or a problem in their field of experimental learning, technology help us. The truth is that knowledge of technology has become very essential for teachers. In the absence of this, the teaching – related knowledge of teachers or the knowledge and skills acquired in their testing and training is considered incomplete. International Journal of Applied Research 2021; 7(1): 385-388