APPRISING THE SOCIOLOGY OF EDUCATIONAL TECHNOLOGY IN THE HORIZON OF TEACHER EDUCATION

Abstract

The amalgamation of technology in nearly every facet of life is reshaping our lifestyles blending with betterment. In the course of industrial as well as web evolution, education is also evolving its orientation with the help of technology. Technology plays an essential role in acquiring 21st-century skills. Various policies, i.e., the National Education Policy (NEP), 2020; the State Education Policy (SEP), 2023; and the National Curriculum Framework for School Education (NCF), 2023, equivocate the transformative role of technology in reforming teacher education in India. Several studies regarding education technology as well as teacher education emphasized the tools and strategies of technology-integrated teacher education. However, exploring the sociology of education technology is also very important to know the basis of the whole organizational structure. The present study is an attempt to rethink teacher education in the light of the sociology of education technology. Primarily, this review-based study highlights the historical context of the integration of education technology in teacher education in India. It also explores and identifies the different stakeholders of the organizational structure of teacher education. Social interaction and acceptance of technology in the teaching-learning-assessment ecosystem form a crucial part of educational technology to understand how people interact in group settings and how those settings shape and constrain individual action. Students/learners, parents, teachers, administration, and community create a social ecosystem of an organization. The study apprises different social drivers of digital pedagogies for teacher education. The students, parents, community, and industry created a demand for digital pedagogy in reshaping 21st-century education. The study furthers in explaining the social role of the stakeholders in optimum implementation of educational technology in teacher education per se focusing on the interaction with social groupings in organizations. A special attention to competency and attitude has been drawn for relevance in this supposition.