The COVID-19 pandemic created an extraordinary health catastrophe, which significantly impacted the daily lives of people. The notion of blended learning has evolved as an achievable solution for bridging the gap between traditional classroom learning and the digital learning process.
With the growing prevalence of online learning, especially after the Covid-19 pandemic, higher education institutes are expected to account for effective learning, diversity, equity, and inclusion (DEI) metrics.
The Indian higher education sector shows a promising outlook for the next decade. The government has laid out ambitious goals to transform education in India.
Technology in education is mainly being used in the primary education sector of India with students watching stories instead of reading or cramming alphabets and grammar or science in an interactive form.
In the Indian education system, assessment lays impact on the scholastic aspects and nearly ignores the co-scholastic areas. The actual potential of the student is often neglected. With the advancement in technology, education delivery systems and assessment is driving quality student learning, progress and performance at higher and higher secondary levels (Brush, 1999). EdTech provides […]
The Indian Government has recognized the need to enhance the educational quality of pre- and in-service teacher skills. The District Institutes of Education and Training (DIET) has made structural innovation in terms of creating teacher’s training programmes (B.Ed, D.Ed, M.Ed) which offer systemic responsiveness to local requirements and skill expectations.
Technology-based learning devices in education are being commonly used in primary education in India. On the other hand, the EdTech has been introduced in the secondary and higher secondary schools but is yet to include a whole host of education technology-based learning devices and tools (Yadav, Gupta and Khetrapal, 2018).