Authors: Divya Krishnan Maniyeri, Professor (Dr) Parshuram Dhaked
Abstract: This bibliographic analytical paper systematically evaluates the theoretical and empirical literature surrounding the integration of Information and Communication Technology (ICT) in secondary school systems, with specific reference to the Indian classroom context. Positioned within the scholarly mandates of the National Education Policy (NEP) 2020 and institutional research criteria at Sabarmati University, this analysis explores the structural mechanisms through which technological treatments influence cognitive academic outcomes and learner dispositions. Historically, educational technology research has been limited by a reliance on un-moderated, direct-effect correlational models, leaving an empirical gap regarding the unique, conditional variables that determine localized instructional success. This paper traces the evolution of educational technology literature from early psychological frameworks to contemporary digital-age learning models, culminating in a thematic assessment of the "no significant difference phenomenon." By synthesizing global meta-analyses alongside domestic quasi-experimental trials, this paper maps the research gaps that justify an experimental investigation into the moderating role of student attitudes within an Aptitude-Treatment Interaction (ATI) framework. The analysis concludes that sustainable technology implementation requires moving past simple device provisioning to prioritize the psychological readiness and attitudinal architecture of the individual learner.
