Recently, there has been drastic shift from traditional learning to the application of ICT in educational arena, which has by and large digitized the major cities of India. The self organized learning on the part of learner in digital ore-schooling system has put them without frontiers to participate in the global networking. The perspective learner has contributed for socio economic development. The technology approach to learning by holistic manner at school level has led to the universal access, equity and quality of education.

Though there is despite rapid developments in ICT in the last few decades, the majority of the rural India still lacks all such provisions. Rural India is still facing technology deficit, it may be due to the scarcity of basic requisites like power, water, health facilities, road connectivity and other technological infrastructure. The actual availability of ICT technologies solely for education in rural areas is, at best, marginal; the so called digital divide schemes are widely spoken and written in magazines and documents.

The recent collaboration of Global e-schools and communities Initiative (GeSCI) of united nation with the Ministry of HRD Govt. of India is herculean in catalyzing the e-school initiatives in the country; this brings ICTs to large no of schools and use ICTs to support effectively to the educational and community goals. The National level consultation evolved a plan for reflective policy for introducing ICT in schools for bringing a paradigm change from instructional classroom to e-classroom.

The technologies meant for have not reached the target groups in rural and deprived communities. The ICT had remained a peripheral subject and the targeted work force and improved living conditions has lost. We are claiming to be the largest no of ICT educational initiatives, but these are primarily concentrated in only six to seven states of the country. And others have little and no awareness about this new tool of education.

Putting ourselves in a position where we are claiming ourselves as a part of global networking and information age, then why the targeted populace is still unreached besides the policies and provisions. Owing to the increased expenditure being earmarked for e-Governance, educational technology schemes, reaching the unreached, Digital learning, e-learning, Online Learning, flex-ible learning and so on, the rural and deprived communities of India in the few last decades remained away from the ventures catalyzed by the Govt., the radio broadcasting remained the cheapest mode of communication that is benefiting rural India with low literacy belt and blocks.

At the moment the educational indicators are not encouraging, the responsibility is now to ensure substantial investment to improve current scenario at the earliest by bringing paradigm change from instructional classroom to e-classroom. Without a purposeful ‘End to End’ policy driven by the political will and authority, the parameters of ICT policy in schools shall remain shocking for all of us as parents and teachers in digital era. The Govt. should hold deliberations for the stakeholders, teachers, administrators and field level functionaries even at state and District level, so as to make them understand to change the system.