Abstract
Technology-Enabled Education integrates Information and Communication Technology in teaching–learning which is a global demand for global competency. In India, The National Mission on Education through Information and Communication Technology has been launched in 2009 as a landmark initiative for achieving the benefits of Technology-Enabled Education over traditional education. This study aims to investigate the ground barriers and attitudes of teachers towards Technology-Enabled Education in Schools of the Uttarakhand region. A survey questionnaire was distributed among school teachers of Uttarakhand state, using convenience-cum-random sampling basis. The data collected for this study through questionnaires were analysed using descriptive statistics and the results are discussed in detail. The survey was open for 30 days to fill by the participants where a total of 148 complete responses are received from the participants on time. The results indicate that the integration of Technology-Enabled Education in teaching–learning is a requisite step for future education. It was also found that the lack of infrastructure, i.e. Internet connection, Internet-enabled devices, etc., lack of training to implement technology-enabled education, lack of ICT skills, and lack of familiarity with technical tools are the key barriers to implement Technology-Enabled Education in the schools. For future studies, there is a need for considering the other stakeholder's opinions, i.e. students, parents/guardians, and school administrators for getting the full advantage of Technology-Enabled Education in schools.
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Datt, G., Tewari, N. (2021). An Investigation of Ground Barriers and Teachers’ Attitude Towards Technology-Enabled Education in Schools. In: Sharma, H., Gupta, M.K., Tomar, G.S., Lipo, W. (eds) Communication and Intelligent Systems. Lecture Notes in Networks and Systems, vol 204. Springer, Singapore. https://doi.org/10.1007/978-981-16-1089-9_49
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