This book aims at guiding the educators from a variety of available technologies to support learning and teaching by discussing the learning benefits and the challenges that interactive technology imposes. This guidance is based on practical experiences gathered through developing and integrating them into varied educational settings. It compiles experiences gained with various interactive technologies, offering a comprehensive perspective on the use and potential value of interactive technologies to support learning and teaching. Taken together, the chapters provide a broader view that does not focus exclusively on the uses of technology in educational settings, but also on the impact and ability of technology to improve the learning and teaching processes. The book addresses the needs of researchers, educators and other stakeholders in the area of education interested in learning how interactive technologies can be used to overcome key educational challenges.

The transition of children from pre-school to primary school has long been received considerable attention from the educators. Transition from preschool to Std.-I involves many types of adjustments and a more formalized curriculum in a more structured day than the children experienced in pre-school where they have had play based learning. Though children have a great capacity to adjust and most transitions made are successful but for quite a few of them it is not. The paper reports on the data obtained from interviews of 30 teachers of 10 different schools which were selected at random in the city of Bhubaneswar, India and 4 parents from each school which gave a sample of 40 parents. A noteworthy finding of this study was that teachers did have proper professional training but even the trained teachers were not aware of the developmental needs of the children. The study carries implication for the parents, teachers and school administrators to overcome the problems faced by children during transition.