Information and Communication Technology (ICT) has emerged as a critical enabler of inclusive, quality, and innovative education in the 21st century. In the context of Raipur district, the integration of ICT into teacher training programs is essential to bridge the digital divide, foster equity, and promote sustainable development aligned with SDG 4 and NEP 2020. This study investigates the effect of ICT training on two key variables: (i) pedagogical competency and (ii) attitudinal shift among teachers toward digital integration. A descriptive mixed-methods approach was employed to assess 200 teachers from government and private schools in Raipur district who participated in a 5-day ICT capacity-building workshop conducted by the District Institute of Education and Training (DIET). Quantitative data was collected through pre- and post-training assessments using a validated rubric measuring ICT-based pedagogical competency and an attitude scale. Qualitative insights were derived from focus group discussions and classroom observations. The findings revealed a significant increase of 38% in average pedagogical competency scores and a 42% positive shift in attitudes toward using ICT tools in teaching. Notably, teachers from rural and tribal-area schools showed the highest growth, highlighting the potential of context-sensitive training approaches. The study presents a detailed table comparing competency domains before and after training and a graph illustrating the relationship between professional development exposure and teacher attitudes. The study also discusses how ICT training promotes reflective teaching practices, collaborative lesson planning, improved classroom management, and continuous professional development—all vital components of professional competency. Drawing from the work of Dr. Shraddha Verma on professional competency in teacher education, this paper contextualizes the findings within a broader framework of systemic reform. Recommendations include integrating ICT into pre-service and in-service teacher education curricula, establishing digital mentorship programs, and incorporating IKS-based local content for relevance. This paper reaffirms that targeted ICT training programs significantly enhance both the practical and reflective dimensions of teacher competency. A structured and culturally grounded ICT integration strategy can serve as a transformative force in strengthening the professional identity and effectiveness of educators in Raipur district.
Das et al. (Thu,) studied this question.
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