As an integral part of educational system, teacher education in India has to be responsive to socio-cultural ethos and national development. It does not consist of institution-based activities only. Its scope has broadened and its objectives have become more focused during the last thirty years. Therefore, it is expected to engage itself in all endeavors of social and national reconstruction and regeneration, address itself to the social and educational problems, fulfill the expectations of the people, accelerate the process of nation building and assist in the realization of constitutional goals. It is true that considerable achievements have been made in all these directions. Teacher education cannot remain indifferent to its context and major concerns. In this experiment the researcher found the result like this, Children learn best by action followed by reflection and feedback. In teaching five A are important that is 1) Aim- Clear learning objective before starting any lesson by clear about what outcomes we want to see for the students 2) Activity- Experimental , start the lesson with the activity where children have their own experiences and try out 3) Analysis—Questioning & Concept Formation , introduced the concept to the students formally through questions and discussions. 4) Apply – Real life problem Solving , self study with reflective questions and challenging problems. 5) Assess- Measurement & Feed Back.

 

 Quality in education is rapidly evolving over time. Quality education is informed by the past; it is relevant to the present context and prepares the individuals for the future to lead a balanced life. Information and communication technologies (ICTs) are a major factor in shaping the new global economy and producing rapid changes in society. Within the past decade, the new ICT tools have fundamentally changed the way people communicate and do business. They have produced significant transformations in various fields of transaction. They also have the potential to transform the nature of education, where and how learning takes place and the roles of students and teachers in the learning process. For education to reap the full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. They must also provide leadership and accountability in determining how the new technologies can best be used in the context of the culture, needs, and economic conditions within the country. Teacher education institutions also need to develop strategies and plans to enhance the teaching-learning process within teacher education programmes and to assure that all future teachers are well prepared to use the new tools for learning.