Author: Deepjyoti Barman & Dr. Ranita Chakrabortty
DOI Link: https://doi.org/10.70798/Bijmrd/04031029
Abstract: The integration of technology in education has brought significant changes to teaching–learning processes. Digital pedagogy emphasizes the effective use of technological tools to enhance instructional practices and student learning outcomes. In the context of the National Education Policy (NEP) 2020, technology integration has gained greater importance in ensuring quality, equity, and accessibility in education. The present study aims to examine the level of technology integration and digital pedagogy practices among secondary school teachers. A descriptive survey method was adopted for the study. The sample consisted of 120 secondary school teachers selected using a random sampling technique. Data were collected using a self-developed questionnaire on Technology Integration and Digital Pedagogy. Statistical techniques such as mean, standard deviation, t-test, and graphical representation were used for data analysis. The findings reveal that teachers demonstrate a moderate level of technology integration and digital pedagogy practices. No significant difference was found based on gender. The study highlights the need for continuous professional development and institutional support for effective implementation of digital pedagogy.
Keywords: Technology Integration, Digital Pedagogy, NEP 2020, Secondary School Teachers, Educational Technology.
Page No: 176-181