Today, the use of information and communication technology (ICT) tools has become essential in every classroom teaching and learning process as it has become inevitable in the global exchange in the 21st century. Its use increases the quality of education and meets requirements as per the global need and thus forwards its users in the way of change and reform. The study aims to explore and analyse the using ICT tools in writing skills and their functionalities. The article discusses how ICT tools are useful in enhancing writing skills.
AesaertK.Van NijlenD.VanderlindeR.Van BraakJ. (2014). Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale. Computers & Education, 76, 168–181. https://doi.org/10.1016/j.compedu.2014.03.013
2.
AhmadN. (2023). Digital disruption in early childhood education from teachers’ point of view: A qualitative research. Advances in Mobile Learning Educational Research, 3(1), 671–681. https://doi.org/10.25082/AMLER.2023.01.016
3.
BageshwarB.ZafarS. (2022). Patterns of use of Internet-enabled teaching tools in English language classrooms in India. Available at SSRN 4027354.
4.
BatiT.WorknehA. (2021). Evaluating integrated use of information technologies in secondary schools of Ethiopia using design-reality gap analysis: A school-level study. The Electronic Journal of Information Systems in Developing Countries, 87(1), e12148. https://doi.org/10.1002/isd2.12148
5.
BauerJ.KentonJ. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546.
6.
BhallaJ. (2012). Study of barriers to use of computers by school teachers in teaching-learning process. Journal of Educational and Social Research, 2(3), 259–270. https://doi.org/10.5901/jesr.2012v2n3p259
7.
DavisF. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Massachusetts Institute of Technology. http://hdl.handle.net/1721.1/15192
8.
DeviJ.JenaA. K. (2022). Animation-based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis. Emotional and Behavioural Difficulties, 27(1), 88–101. https://doi.org/10.1080/13632752.2022.2074103
9.
GhavifekrS.RosdyW. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
10.
GopalR.SinghV.AggarwalA. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1
11.
GoswamiM. (2018). Comprehending and mapping 21st-century skills in the framework of higher education, employability and life. International Journal of Research in Social Sciences, 8(7), 586–598.
12.
JainN.ThomasA.GuptaV.OssorioM.PorchedduD. (2022). Stimulating CSR learning collaboration by the mentor universities with digital tools and technologies—An empirical study during the COVID-19 pandemic. Management Decision, 60(10), 2824–2848. https://doi.org/10.1108/MD-12-2021-1679
13.
JenaR. K.GoswamiR. (2013). Information and communication technologies in Indian education system. International Journal of Knowledge Society Research, 4(1), 43–56. https://doi.org/10.4018/jksr.2013010104
14.
KumarT.ShetJ.ParwezM. (2022). Technology-integration experiences in ELT classrooms as an effective tool: A theoretical study. JETT, 13(1), 51–60. https://doi.org/10.47750/jett.2022.13.01.006
15.
KumarV.RewariM. (2022). A responsible approach to higher education curriculum design. International Journal of Educational Reform, 31(4), 422–441. https://doi.org/10.1177/10567879221110509
16.
PrabuA.OmprakashA.ChokkalingamP. K.KuppusamyM.WaelD.SathiyasekaranB. W. C.RamasamyP. (2023). E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students. PLOS One, 18(5), e0284882. https://doi.org/10.1371/journal.pone.0284882
17.
RogersE. M. (2003). Diffusion of innovations (5th ed.). Free Press.
18.
SadikA. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487–506. https://doi.org/10.1007/s11423-008-9091-8
19.
SethD.GuptaV. (2005). Application of value stream mapping for lean operations and cycle time reduction: An Indian case study. Production Planning & Control, 16(1), 44–59. https://doi.org/10.1080/09537280512331325281
20.
SiddiqF.GochyyevP.WilsonM. (2017). Learning in digital networks—ICT literacy: A novel assessment of students’ 21st century skills. Computers & Education, 109, 11–37. https://doi.org/10.1016/j.compedu.2017.01.014
21.
SimeD.PriestleyM. (2005). Student teachers’ first reflections on information and communications technology and classroom learning: Implications for initial teacher education. Journal of Computer-Assisted Learning, 21(2), 130–142. https://doi.org/10.1111/j.1365-2729.2005.00120.x
22.
SlaoutiD.BartonA. (2007). Opportunities for practice and development: Newly qualified teachers and the use of information and communications technologies in teaching foreign languages in English secondary school contexts. Journal of In-Service Education, 33(4), 405–424. https://doi.org/10.1080/13674580701687807
23.
TołwińskaB. (2021). The role of principals in learning schools to support teachers’ use of digital technologies. Technology, Knowledge and Learning, 26(4), 917–930. https://doi.org/10.1007/s10758-021-09496-4
24.
TorresH. N.GallegoA. M. J. (2022). Indicators to assess preservice teachers’ digital competence in security: A systematic review. Education and Information Technologies, 27(6), 8583–8602. https://doi.org/10.1007/s10639-022-10978-w
25.
VidanagamaT. N.KarunathilakeS. L. (2021). Identification of a framework for implementing ICT in Sri Lankan secondary education.
26.
YadavA. K. (2022). The essential skills and competencies of LIS professionals in the digital age: Alumni perspectives survey. Global Knowledge, Memory and Communication, 71(8/9), 837–856. https://doi.org/10.1108/GKMC-03-2021-0049
