India has the third largest higher education system in the world, after the US and China, according to the World Bank. However, in terms of expenditure per student as well as per teacher, India falls behind. In the last decade, access to higher education has improved as more IITs, IIMs and central and state-level universities have been established. However, this proliferation has also raised concerns about an imbalance between excellence and inclusion. The regional-state-level universities suffer from a shortage of good-quality teaching staff and laboratories, although they are more inclusive in terms of their geographies and social groups. More than 70% of Indian students study at local and regional universities, but these institutes have smaller budgets and have become known for inflated grades, deflated quality and absenteeism among students, even teachers. However, it must be noted that technology is just an enabler, requiring a human to operate it and make use of it. Thus the perceived advantages or for that matter disadvantages of technology when it comes to students is merely an outcome of the way technology is used or handled. The technological penetration into the educational institutions at rural and local levels is the need of the hour. The present study is an empirical study involving 85 respondents comprising of the faculty members and students.