Published Paper Details:

This study offers a comparative, mixed-methods examination of ICT attitudes among students and ICT perceptions among teachers in CBSE and State Board high schools of Indore district, India. Quantitative data were collected from 409 students and 205 teachers across 18 schools using standardized attitude/perception scales, supplemented by qualitative case-study interviews with 4 principals and 12 teachers across four purposively selected schools. Reliability analysis revealed that the 30-item teacher scale was not unidimensional, resolving instead into two independently reliable subscales -- Perceived Benefits (? = 0.802) and Perceived Risks (? = 0.568) -- a finding with methodological implications beyond this study. Results showed no significant difference in student ICT attitude by board (p = .081) but a significant difference by school management type, with private-school students scoring higher (p < .001). Teachers showed a more complex pattern: State Board teachers scored significantly higher than CBSE teachers on both perceived benefits (p = .0006) and perceived risks (p = .0045) -- suggesting more reflective, actively evaluative engagement with ICT rather than simple enthusiasm or aversion. Qualitative findings corroborate and contextualise these patterns. The study argues that board affiliation is a weaker predictor of ICT-related outcomes in Indian secondary education than school management type and teachers' stage of technology adoption, with direct implications for how ICT policy and teacher training should be targeted.