Paper Title
Technology Indulgence in Education: Connecting Cognitive Abilities and Student Achievement

Abstract
Technology has transformed the lives of people across the globe in multiple spheres. The process of teaching and learning is no exception to this. Entry into the secondary school level marks a phase of transition in a students’ life and the students’ progression towards adulthood marks this age with significant physical, psychological and emotional change. Student achievement becomes important at the secondary level as it prepares a base for stream selection at the higher education level and technology intervention here becomes extremely important to discuss. According to the National Achievement Survey, 2015, children in secondary schools of India lack major foundational skills and their scores in mathematics and science instill a state of alarm. This state of low achievement infuses a feeling of distress among students, which forces them to drop out. This is an empirical investigation examining the relationship between technology indulgence and student achievement in mathematics and science. The data was collected from students of both public and private schools of a district in Rajasthan, India. t values were calculated, and it was observed that there existed a significant difference in the scores of students who were learning in ICT integrated classrooms and the students who were studying in traditional classrooms. Keywords - Technology Indulgence; Student Achievement; Cognitive Abilities; ICT