The Role of Technology in Implementing the New Curriculum in India: Case Studies in Schools in Urban and Rural Areas

Abstract

This research investigates the role of technology in implementing the new curriculum in India, focusing on case studies of an urban school in a metropolitan city and a rural school in a remote village. Guided by theoretical frameworks such as Michael Fullan's work on educational change, Ruben Puentedura's SAMR model, and Punya Mishra and Matthew J. Koehler's technological pedagogical content knowledge (TPACK), the study employs a qualitative case study approach. Data collection involves semi-structured interviews, classroom observations, and document analysis, triangulating multiple sources to enhance credibility. The findings reveal stark contrasts in technology infrastructure, access to digital resources, and teacher preparedness between the urban and rural schools. While the urban school exhibits a more advanced level of technology adoption, with interactive whiteboards and computer labs, the rural school faces significant challenges due to limited access to reliable internet connectivity and a lack of basic technological equipment. Moreover, teachers in the urban school demonstrate a higher level of TPACK, enabling them to seamlessly incorporate technology into their instructional practices, whereas teachers in the rural school face challenges due to limited training opportunities. The study highlights the critical role of contextual factors and the digital divide in implementing technology-driven curriculum reforms. Effective implementation requires a multifaceted approach addressing infrastructure, teacher professional development, and equitable access to technological resources across all regions. The findings contribute to the broader discourse on technology integration in education, emphasizing the need for tailored strategies that ensure inclusive and equitable access to quality education.