Content area
Full text
Changes perceived in our environment, especially in education, are not owed exclusively to changing technology, but rather an agglomeration of varying factors such as changes in policy, socio-cultural norms, and transfer of knowledge from peers across nations (Kranzberg, 1986). It is useful to understand how teachers feel about negotiating technology as an aid and medium when it is used in the process of teaching. In the traditional mode of education, technology was an add-on, used when needed. But the disruption caused by the pandemic fueled the wave toward digitization of the teaching practice, where it is now seen as a necessity. The enthusiasm with which a teacher adopts digital technology in their practice depends on a number of factors, which guide the usage of viable digital technologies that can be incorporated, to make teaching the subject digitally fruitful. In this article, I would reflect on my research to understand the attitude of teachers toward navigating the common space of their home, which houses their professional and personal responsibilities.
Change Is the Only Constant
Technology by itself cannot be classified as good or bad, rather, the way in which the given technology is implemented in a particular situation is what leads the effect of that action to be within the spectrum of good or bad (Kranzberg, 1986). Changes perceived in our environment, especially in education, are an agglomeration of varying factors such as changes in policy, socio-cultural norms, transfer of knowledge and evolving technology used in education itself. Such paces of change in technology and the manner in which it is incorporated in our lives functions as a double-edged sword, push toward wider dissemination of knowledge yet holding the power to fuel a disconnect with those who are unable to access this ever-changing technology.
To be able to efficiently function and become familiar with technology aided education, it is necessary to provide adequate and appropriate technological infrastructure for learning, and secondly, the mounting need to appropriately train faculty in utilizing digital knowledge and tools (Fawcett & Gunson, 2020). Yet, access to faculties that uses technology effectively and access to technology itself is not equally distributed across communities as it would depend on the socio-economic ability, access, and training of the teachers coming from within this community....