Primary Teachers' Readiness to use Technology in MCD Schools of Delhi

Authors

  • Vaishali Teotia Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Delhi 110016, India
  • Dr. Veenu Wadhwa 3Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Delhi 110016, India
  • Dr. Renu Gulati Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Delhi 110016, India

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n5.009

Keywords:

Government school, Barriers, Primary teachers, Perception, Technology readiness

Abstract

National Education Policy 2020 implementation in India has significantly reformed the country's educational system. The use of technology in schools is one of the primary goals. The key stakeholders in the use of technology in schools is the teacher. They play a crucial role in engaging students who can contribute to society and have 21st-century abilities. This study is to investigate how government primary school teachers perceive their use of technology in the classroom and the challenges they encounter. A survey on using Information and Communication Technology was conducted, involving a sample of 150 primary school teachers. According to the study's findings, teachers should recognize the advantages of integrating technology into the classroom, including better learning outcomes and higher levels of student participation. However, they also face various challenges, including limited access to technological resources, inadequate training, and a lack of support from educational institutions. The data collected from this study can assist education stakeholders and policymakers in developing programs that remove the challenges and facilitate seamless integration of technology.

Author Biographies

Vaishali Teotia, Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Delhi 110016, India

Ms. Vaishali Teotia is a Ph.D. scholar in Human Development with a keen interest in the integration of technology in primary education, educational policy, and parental involvement in learning. Her research focuses on exploring the perceptions of parents and teachers regarding ICT usage in classrooms, particularly in the context of NEP 2020. She has presented papers at national conferences and contributed to journals on topics related to online education post-COVID-19. Her academic pursuits are grounded in understanding the challenges faced by diverse socio-economic groups in accessing and utilizing digital tools for education. She is committed to promoting inclusive and equitable education through informed research and community engagement.

Dr. Veenu Wadhwa, 3Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Delhi 110016, India

Dr. Veenu Wadhwa is a Professor at the Institute of Home Economics, University of Delhi, with over 31 years of teaching experience in the field of Human Development. She holds a Ph.D. in Child Development from the University of Delhi and has academic qualifications in counselling and education. Her research interests lie in early childhood education, parenting, traditional Indian toys, and developmental psychology. She has contributed significantly to the literature through journal publications, books, and chapters, with notable work on traditional toys and their impact on child development. Dr. Wadhwa has also led research on cognitive development and nutrition, and actively engages in student mentorship and community outreach. She has been associated with professional bodies like NCERT, NIPCCD, CECED, and IGNOU, and is committed to promoting positive parenting, early intervention, and mental well-being through her initiatives and future plans.

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Published

19-05-2025

How to Cite

Teotia, V., Wadhwa, V., & Gulati, R. (2025). Primary Teachers’ Readiness to use Technology in MCD Schools of Delhi. RESEARCH REVIEW International Journal of Multidisciplinary, 10(5), 85–91. https://doi.org/10.31305/rrijm.2025.v10.n5.009

Issue

Vol. 10 No. 5 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

Section

Articles

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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).