Education Technology in Schools
Locating the Teacher in the Changing Landscape Of Teaching-Learning: A Study In Secondary Schools
DOI:
https://doi.org/10.29173/irie492Keywords:
Teacher Training, Knowledge Co-creation, Education technology, GlobalizationAbstract
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.
References
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.http://doi.org/10.1016/j.tate.2010.08.013 Bansal, S. How India’s ed-tech sector can grow and the challenges it must overcome, 2017
https://www.vccircle.com/the-present-and-future-of-indias-online-education-industry
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). http://doi.org/10.1080/15240754.2011.636491
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:
MHRD.
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:
MHRD.
Hanushek, E. A., &Rivkin, S. G. The Distribution of Teacher Quality and Implications for Policy. 2012
http://doi.org/10.1146/annurev-economics-080511-111001
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,
Agra
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
IRIE
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. http://doi.org/10.3102/0034654311413609
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
Downloads
Published
How to Cite
Issue
Section
License
Under the CC-BY 4.0 license, you have the right to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
