Reforming Teacher Education Curriculum for ICT in India: Insights from Indian and International Studies

Author(s): Abhishek Singh

Abstract:

This paper examines the reform of teacher education curricula for Information and Communication Technology (ICT) in India, synthesizing evidence from Indian studies, national policy documents, and international research. Using a simulated comparative dataset of 120 teacher educators (India) and international benchmarks, the study identifies strengths, infrastructural and institutional gaps, and implications for policy and practice. The findings indicate that while Indian teacher educators value ICT and show moderate ICT skills, significant gaps remain in access to resources and institutional support—particularly in rural and remote regions. Building on NEP 2020 priorities and global frameworks from UNESCO and the World Bank, the paper presents a conceptual model for ICT curriculum reform and practical recommendations for scaling professional development, infrastructure investments, and inclusive policy design.

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Pages: 111-115     |    2 View     |    0 Download