Education Technology in Schools

Locating the Teacher in the Changing Landscape Of Teaching-Learning: A Study In Secondary Schools


  • Mrinmayee Mandal Research Scholar, National Institute of Educational Planning and Administration
  • K. Srinivas Head of ICT & Project Management Unit of National Institute of Educational Planning and Administration (NIEPA)


Teacher Training, Knowledge Co-creation, Education technology, Globalization


Education technology (ed-tech) is globally transforming the way in which school education is being envisaged. With the advent of globalisation and the infiltration of technology and communications, a fast-growing concept of education technology has gained momentum in academic pursuits, whether in school or higher education or for skill-based learning or preparation for competitive exams. It needs to be noted that one of the key players who would need to adapt to this changing environment is the teachers, who primarily form the link between the curriculum and content and the students. Thus, this paper is trying to understand how the teacher is involved in this construction of new-age teaching-learning processes and how their work and interactions with students are faced with changes due to the advent of ed-tech.


AACTE Committee on Innovation and Technology Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, 2008, Routledge, New York

Adebowle, O.F., Adewale, I.A. &Oyeniram, F.M. Computer interest, approval and confidence of secondary school students in three selected local government of Lagos State (Nigeria): Implications for global computerizations. International Journal of Education and Development using Information & Communication Technology (IJEDICT), 2001, 6(1)

Akkerman, S. F., & Meijer, P. C. A dialogical approach to conceptualizing teacher identity.Teaching and

Teacher Education, 2011, 27(2), 308–319. Bansal, S. How India’s ed-tech sector can grow and the challenges it must overcome, 2017

Bates, T. Technology in open learning and distance education: A guide for decision makers. Vancouver: The

Commonwealth of Learning and The Open learning Agency as cited in Trainers’ Kit 002. “Designing Open and Distance-learning Material” The Commonwealth of Learning and Asia Development Bank (1999)

Beckers, J.J. & Schmidt, H.G. The structure of computer anxiety: A sic-factor model. Computers in Human Behaviour, 2001, 17(1), 35-49

Behar, A & Mishra, P. ICTs in Schools: Why Focusing Policy and Resources on Educators, Not Children, Will Improve Educational Outcomes, The Global Information Technology Report 2015

Birisci, S., Metin, M. & Karakas, M. Student Elementary Teachers’ Attitudes towards Computer and Internet Use: A Sample Survey from Turkey. World Applied Science Journal, 2010, 6, 133-144

Broos, A. Gender and information and communication technologies (ICT) anxiety: male self-assurance and female hesitation. Cyber Psychology and Behaviour, 2005, 8, 21-31

Camera, L. Educators: We Need More From Education Technology, US News Word Report, 2017.

Chua, S., Chen, D., and Wong, P. Computer anxiety and its correlates: A meta-analysis. Computers in Human

Behaviour, 1999, 15, 609-623

Chen, J.-Q., & McCray, J. A Conceptual Framework for Teacher Professional Development: The Whole

Teacher Approach. NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field,

(February 2012).

Department of School Education and Literacy, MHRD, GoI, National Policy of Information and Communication

Technology in School Education, 2012

Gehlawat, M. Computer attitude of Prospective Secondary Teacher in Relation to Demographic Variables: A

Comparative Study. Experiments in Education. January 2014

Government of India, Department of Education, Ministry of Human Resource and Development. National

Policy on Education 1986. New Delhi: MHRD.

Government of India, Department of Education, Ministry of Human Resource and Development. National

Policy on Education 1986 as modified in 1992 with National policy on Education 1968. New Delhi:


Government of India, Department of Education, Ministry of Human Resource and Development. National

Policy on Information and Communication Technology (ICT) In School Education. 2012, New Delhi:


Hanushek, E. A., &Rivkin, S. G. The Distribution of Teacher Quality and Implications for Policy. 2012

Harris, J.B. & Hofer, M.J. Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive

Study of Secondary Teachers’ Curriculum-based, Technology-related Instructional Planning, Journal of

Research on Technology in Education, 2011, vol 43, no 3, pp 211-229

Igbaria, M., & Iivari, J. The effects of self-efficacy on computer usage. Omeaga International Journal of

Management Science, 1995, 23(6), 587-605.

Kennedy, A. Models of Continuing Professional Development: A framework for Analysis., Journal for In-service

Education, 2005, 31(2), 235–250.

Khatoon, T. & Sharma, M (2009). Manual for Computer Attitude Scale (CAS).H.P.Bhargava Book House, 2009,


Authors: Mrinmayee Mandal and Kappagantula Srinivas

Education Technology in Schools: Locating the Teacher in the Changing Landscape Of Teaching-Learning: A Study In Secondary Schools 9


International Review of Information Ethics Vol. 32 (11/2022)

Kudva, P.Impact of Selected Professional Aspects of Teacher Burnout. 1999

Kumar,P .Mohan., Basavayya, D., Gopal, G.V., Viswanathappa, G., &Rathnabai, S. Angel. Integration of ICT

in Education for quality improvement of school education.Presented in an International Conference at

Delhi conducted by ETMA in collaboration with UNICEF, 2009

KPMG & Google, Online Education in India:2021, 2017

Lazar Stošić , L. The Importance of Educational Technology in Teaching, (IJCRSEE) International Journal of

Cognitive Research in Science, Engineering and Education, 2005, Vol. 3, No.1.

Lim, C.P. &Chai, C.S. Rethinking Classroom-Oriented Instructional Development Models to Mediate

Instructional Planning in Technology Enhanced Learning Environments, Teaching and Teacher Education, 2008, 24 (8), 2002-2013.

Manjunath, S.V. Inspiring teachers to become the best minds, FirstIn, 2018

National Council of Educational Research and Training. National Curriculum Framework 2005. NCERT. 2005, New Delhi

Opfer, V. D., & Pedder, D. Conceptualizing Teacher Professional Learning, 2011, 81(3), 376–407.

Parthiban, G. ICT Enabled Teacher Education, ICT Enabled Education, 2016

Roussos, P. The Greek computer attitudes scale: Construction and Assessment of Psychometric Properties, Computers and Human Behaviour, 2007, 23(1): 578-590

Smith, B. Caputi, P., Crittenden, N., Jayasuriya, R. and Rawstorne, P. A review of the construct of computer experience.Computers in Human Behaviour, 1999, 15, 227-242

Teo, T. Measuring the effect of gender on computer attitudes among pre-service teachers: A multiple indicators, multiple causes (MIMIC) modelling, Campus-Wide Information Systems, 2010, 27(4), 227- 239

Trust, T., Krutka, D. G., & Carpenter, J. P. “Together we are better”: Professional learning networks for teachers. Computers and Education, 2016, 102, 15–34.

UNESCO. World Education Report, Teachers and Teaching in a Changing World, 1998




How to Cite

Mandal, Mrinmayee, and K. Srinivas. 2022. “Education Technology in Schools: Locating the Teacher in the Changing Landscape Of Teaching-Learning: A Study In Secondary Schools”. The International Review of Information Ethics 32 (1). Edmonton, Canada.