Information and communication technology (ICT) is a diverse set of technological tools and resources used to communicate and to create, disseminate, store and manage. Its integration with pedagogy may widen and intensify areas and scope of quality teaching-learning. With these presumptions in view the present researchers sought to ascertain if the serving teachers have been utilizing the ICT by integrating it with their ways of teaching. As we know a paradigm shift in the teaching process may be brought about mainly in two areas, viz; in the teacher’s role of teaching and (2) in their role of helping the students learn. The technology is expectedly used for supporting new pedagogical methods by accessing remote resources, enabling collaboration, extending educational programs and developing skills for the workplace. In the overall scheme of things, teachers remain central to the learning process. So it is worth ascertaining if the school teachers have appropriate access to ICTs? Do the teachers make use of ICT for knowledge construction such as ICT based lesson planning? What is the discernable impact of the use of ICT on teaching style? What, if any, are the obstacles in utilizing ICTs in the process of teachers’ and students self-learning? Are the teachers being given necessary motivation and incentives to participate in professional development activities?

Having adopted qualitative method, a survey was conducted among the students of Teacher Education of Maulana Azad National Urdu University who passed out during the last ten years and have been serving in different types of schools, mainly Government schools, in the states of Madhya Pradesh, U.P and Bihar. The results speaks that the in-service teachers have either no access to the ICTs or the required equipments/apparatuses which are not available as per need or not available at all. Secondly, use of ICT is rather discouraged on various pretexts and lame excuses. In the ultimate analysis, the teachers’ knowledge of the ICT plus pedagogy has been eroding with the passage of time. The situation demands immediate and radical reworking of the whole scheme with ground realities as prime factor in focus.