Author: Pallabi Chattopadhyay
DOI Link: https://doi.org/10.70798/Bijmrd/03050017
Abstract: This study explores the intersection of traditional pedagogical approaches and innovative technology integration within teacher education programs. As education evolves in response to rapid technological advancements, teacher preparation must adapt to equip future educators with the necessary skills to navigate digital classrooms effectively. Using a descriptive research design, this study examines how teacher education institutions balance long-standing educational philosophies with emerging digital tools and methods. Key insights reveal that successful integration depends not only on access to technology but also on faculty readiness, pedagogical alignment, and institutional support. The research highlights barriers such as limited infrastructure, resistance to change, and insufficient professional development, alongside enablers like collaborative learning communities and frameworks such as Technological Pedagogical Content Knowledge (TPACK). By bridging tradition and innovation, teacher education can foster adaptable, reflective educators prepared for 21st-century challenges. This study contributes to understanding how teacher educators negotiate this balance, offering recommendations for policy and practice to enhance technology integration while preserving essential educational values. Ultimately, the findings underscore the importance of a holistic approach that harmonizes time-tested teaching principles with dynamic, technology-driven innovations.
Keywords: Pedagogy, Technology, Education, Institution, Knowledge, Teaching
Page No: 154-161