Addressing Apprehensions amongst School Teachers in Predominance of ICT in Pedagogical Process Post COVID-19
Abstract: Tech enabled pedagogy is undeniably the new paradigm in education at all levels. Inclusion of National Education Technology Forum in the NEP 2020 and the plethora of literary content on the subject are indicators of its significance as it provides phenomenal reach at a fraction of the cost. However, the rapid rate at which absorption of ICT was thrust upon educators due to the sudden emergence of COVID 19 pandemic left a lot to be desired. This research aims to identify the lacunae that Impede the flawless absorption of tech in the classroom and offer comprehensive solutions to fill these voids. Some of the problem areas are associated with school management and policies while others are purely personal issues of the educators. Solutions offered include symbiotic mentoring between the younger and older teachers, web-based apps and programs and training, both professional and behavioural. The recommendations, if implemented as envisaged, would greatly improve the quantum and quality of education with far reaching benefits that would propel India into the league of developed nations with a high literacy rate.
Keywords: Apprehension, ICT, Technology, Pedagogy
How to Cite?: Renu Awasthi, "Addressing Apprehensions amongst School Teachers in Predominance of ICT in Pedagogical Process Post COVID-19", Volume 11 Issue 4, April 2022, International Journal of Science and Research (IJSR), Pages: 443-450, https://www.ijsr.net/getabstract.php?paperid=SR22408105754, DOI: https://dx.doi.org/10.21275/SR22408105754