Technological change provides new opportunities as well as challenges in the higher education sector as well as in teacher training. It is imperative that various opportunities thrown up are quickly and optimally exploited. The growth of technology, media, and telecommunications convergence provides an excellent opportunity to deploy them in higher education. ICT can be divided into two groups: traditional or old ICT (namely, radio and TV) and the new ICT (namely, the Internet and telecommunications). Learning through new ICT is also called “e-learning”. Recent studies show the enormous potential of e-learning, especially in industrialized countries. The national policy of Education (1986) included utilization of media and ICT in Teacher Education as the social change from the information society to knowledge society. Today there is a lot of pressure on formal education, in order to achieve our goals we must use ICT. Within education, ICT is seen as a way to promote educational, improve the skill of learners and
prepare them for the global economy and the information society. UNESCO (2008) has already designed the ICT Competency Standard for Teachers (ICT-CST) project, aimed at the development of teacher competencies. As pointed out in this ICT-CST Policy Framework, ―New technologies require new teachers 'roles, new pedagogies and new
approaches to teacher training. Teacher professional development will be a crucial component of this educational improvement. There is an urgent need to develop a new generation of learning material due to development in ICT. So there is a need for the proper integration of ICT in the Indian Teacher Education System. It is a challenging task and demands more of perfection on the part of the Indian Government and also
teacher educators