Educational Technology in India: The Field and Teacher’s Sensemaking

Abstract

The educational technology (EdTech) is being viewed as one of the hopes for failing government schools in India. Huge investments are being made in EdTech by the market, philanthropies and the government, and several organisations are partnering in order to improve student learning outcomes and teachers’ instruction. This article is an attempt to understand this phenomenon from the vantage point of teachers’ work. We use the theoretical lens of the new institutionalism in organisational analysis for broadly mapping the EdTech field, as well as understanding how teachers make sense and purpose of EdTech in their classrooms. We argue that investigating the phenomenon in its macro form, while important in itself, significantly informs the study of individual EdTech implementations.

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

“…India has a booming educational technology sector, but there are still many barriers to the effective implementation of technology in schools (Byker, 2014). Furthermore, a lack of efficacy studies in the context of India have made it difficult to identify which types of technologies work best, when, and with whom (Miglani & Burch, 2019). In the present study we aimed to test the efficacy of GraphoLearn English Rime (GL), an empirically validated technology-based reading intervention with first and second grade English language learners (ELLs), in India.…”

Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

“…Educational non-profit organisations, as a product of India’s economic liberalisation, have increased their presence by offering interventions in government schools since the early 2000s (Kumar, 2019; Oxfam, 2018). Through Public–Private Partnerships (PPP), educational non-profits fill a gap in education and gain funding through goals to innovate education for greater resources, which also integrate new uses of technology and inclusive pedagogies that government schools and government-funded educational programmes in India often do not provide (Kumar, 2019; Miglani & Burch, 2019; Srivastava, 2010; Subramanian, 2018, 2020; Vellanki, 2014). Currently, through the PPP model, non-governmental organisations addressing the educational needs of marginalised populations have a strong foundation to not only offer alternative education opportunities, but they also work along with government organisations to meet educational needs of students who have difficulties accessing and succeeding in mainstream education (Jagannathan, 1999; Srivastava, 2010; Vellanki, 2014).…”

“…Coupled with changing expectations of student–teacher engagement with technology during the pandemic, technology becomes a facilitator not only for new pedagogical approaches but for further inclusive pedagogies that can bridge home, family and educational outcomes for students. Miglani and Burch (2019) discuss how educational technology (EdTech) is a tool championed by government and non-profit sectors alike to bolster educational outcomes in struggling schools (p. 27). Findings indicate teachers and students also struggle to adapt EdTech to classroom instruction, specifically during emergency remote learning periods (Joshi et al, 2020; Selvaraj et al, 2021).…”

“…Findings indicate teachers and students also struggle to adapt EdTech to classroom instruction, specifically during emergency remote learning periods (Joshi et al, 2020; Selvaraj et al, 2021). These challenges highlight that technology can only be successfully integrated into teaching when teachers are trained and supported in its use and see the benefits of reorienting their pedagogies to new modalities of instructional delivery (Joshi et al, 2020; Miglani & Burch, 2019). Therefore, when motivation and support for integrating EdTech into pedagogy align with validating the distinct backgrounds of students and teachers and is supported by administration and policy, the path to educational achievement can be made more smooth and enriching for students, their caregivers, teachers and the classroom as a community (Joshi et al, 2020; Ka‘anehe, 2020; Miglani & Burch, 2019).…”

Technical report of Raspberry Pi prototype for lectures in public universities

“…On the other side, a lot of papers focus on "how to use new technologies or devices to improve education and solve its issues". For example: [6], [7], [8], [9], [10], [11], [12], [13], [14], [15] and [16].…”