Published Paper Details:

This study examined computer literacy levels and educational technology integration among secondary school students in Shillong, India. Digital literacy has emerged as a fundamental competency in contemporary education, yet significant gaps remain in our understanding of student competencies in regional contexts. Using a descriptive research design, data were collected from 80 students across different educational institutions through structured questionnaires and semi-structured interviews. The findings reveal both achievements and critical challenges in computer education. While students demonstrated strong proficiency in Microsoft Office applications (90%) and basic hardware operations (70%), significant infrastructure limitations emerged as a major barrier to effective technology integration. Most concerning was the finding that only 12% of students had access to internet-connected computers at their schools, despite 78% using the Internet for educational purposes at home. This digital divide highlights substantial inequities in educational opportunities and poses challenges for implementing the objectives of India's National Education Policy 2020, particularly in terms of digital literacy. The results contribute to understanding digital competency development in educational settings and provide empirical evidence for technology integration policies in secondary education, particularly in the context of bridging digital divides in developing nations.