Technology Adoption in Indian National Education Policy 2020: An Analysis of Pedagogical, Institutional and Human Aspects

Abstract

The pandemic arrival of COVID-19 has brought Educational Technology (ET) especially Information and Communication Technology (ICT) into the limelight among academicians, students and policymakers. Against this backdrop, it will be pertinent to critically analyze the provisions for ET adoption in Indian National Education Policy (NEP) 2020 to add to its sharpness to give vision to Indian education for the upcoming few decades. In this rational content analysis three basic aspects of NEP 2020pedagogical, institutional, the human factor -have been decoded, the significance of these factors has been established in existing literature and their alignment in the Policy has been evaluated. The analysis finds this vision document as successful in capturing a comprehensive ethos of technology adoption with few limitations. All three factors have been attended, moreover, the advanced mindset that the policy exhibits with greater emphasis on the dematerialization and digitalization of content are hitherto a remarkable feat in the conservative Indian educational system. Few concerns have been raised relating to the implementation of this policy, especially relating to autonomy and self-reliance at the institutional level. Besides concerns regarding issues of human factors like developing skills among teachers, collaboration, developing group mindset and efficacy have also been evolved. This analysis is well-intentioned from the point of view of policy review, restructure and renovation of any country especially the developing ones. The recommendations authors bring for institutional strengthening in a time-bound manner by forming the Working School Governing Bodies (WSGBs) and practicing the 3-E Model that may open up a new vista of ET integration at the school level.

Time to grow efficacious: effect of teacher efficacy on students’ classroom engagement

“…He needs to have a realization on the increasing 'ephemeralization', the term introduced by Buckminster Fuller (1938) meaning doing everything with nothing in these cutting-edge technologies. At the same time the changing patterns of education from factory mode to broadcast incorporating concepts like problembased learning, immersion, and simulation (Kundu and Bej 2021). But for this, as Shahzad and Naureen (2017) said, a teacher must have one quality among many others that they have strong self-efficacy meaning self-confidence to accomplish their assigned tasks.…”