Author: Salini Mukherjee
DOI Link: https://doi.org/10.70798/Bijmrd/04043010
Abstract: Education has always been shaped by the dominant technologies and epistemologies of its time. From oral traditions to print culture and now to digital ecosystems, each transformation has reconfigured the nature of knowledge production, dissemination, and acquisition. The contemporary era is characterized by an unprecedented convergence of digital transformation and emerging technologies that are redefining educational structures, pedagogical practices, and learner identities. Digital transformation in schools is not merely a technological shift; it is a profound cultural and epistemic reorientation that challenges traditional assumptions about teaching, learning, and institutional organization.
The notion of digital transformation in education signifies a systematic and reflective integration of advanced digital tools and innovative technologies into pedagogical and administrative processes. This transformation encompasses artificial intelligence, cloud computing, learning analytics, virtual and augmented reality, and the Internet of Things. These technologies are not neutral instruments; rather, they function as socio-cultural artifacts that shape the ways in which knowledge is constructed and experienced. As Marshall McLuhan famously observed, “We shape our tools and thereafter our tools shape us.” This insight is particularly relevant in understanding how digital technologies are reshaping educational practices and learner subjectivities.
This paper explores digital transformation in schools through a theoretical lens, examining how emerging technologies influence pedagogy, institutional culture, and learner engagement. It also addresses the challenges and ethical considerations associated with technological integration and proposes strategies for sustainable implementation.
Keywords: Technology, Intelligence, Implementation, Digital.
Page No: 57-61