Education technology in India: the field and teacher's sensemaking
By: Miglani,Neha.
Contributor(s): Burch, Patricia.
Material type:
ArticleDescription: p.26-53.Subject(s): Educational technology | Teachers Sensemaking | orgnisational field | new institutionalismDDC classification: 370 / Mig Online resources: Click here to access online
In:
Contemporary Education Dialogue, 16(1) Jan 2019Summary: The educational technology (EdTech) is being viewed as one of the hopes for failing government schools in India. Huge investments are being made in EdTech by the market, philanthropies and the government, and several organisations are partnering in order to improve student learning outcomes and teachers’ instruction. This article is an attempt to understand this phenomenon from the vantage point of teachers’ work. We use the theoretical lens of the new institutionalism in organisational analysis for broadly mapping the EdTech field, as well as understanding how teachers make sense and purpose of EdTech in their classrooms. We argue that investigating the phenomenon in its macro form, while important in itself, significantly informs the study of individual EdTech implementations.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 370 / Mig (Browse shelf) | Available | ar3623 |
The educational technology (EdTech) is being viewed as one of the hopes for failing government schools in India. Huge investments are being made in EdTech by the market, philanthropies and the government, and several organisations are partnering in order to improve student learning outcomes and teachers’ instruction. This article is an attempt to understand this phenomenon from the vantage point of teachers’ work. We use the theoretical lens of the new institutionalism in organisational analysis for broadly mapping the EdTech field, as well as understanding how teachers make sense and purpose of EdTech in their classrooms. We argue that investigating the phenomenon in its macro form, while important in itself, significantly informs the study of individual EdTech implementations.
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