Transforming Education through Technology: The Case of COVID 19 Digital Learning in Nagaland

Abstract

Through the perspective of the COVID-19 pandemic and the disruption and opportunity it engendered, this chapter follows a transformative effect of EdTech and Digital education in India particularly in Nagaland through analysis. Drawing upon national policy frameworks, conceptual literature on educational technology, and contextual evidence based on the case of Nagaland, the chapter considers the rapid migration to digital learning as an emergency strategy (in response to the ongoing institution closures) based on the stark shifts in pedagogical practice, access to education services, and preparedness. The findings show that, including the ability of national programmes such as NEP 2020, SWAYAM, DIKSHA, PM e-VIDYA, and others, to promote access to digital tools was low within periphery or hill areas (e.g., Nagaland), due to lack of infrastructural resources, digital divide, unprepared teachers and economic/social divides, and more. The pandemic exposed the deep social and infrastructure divides in connectivity, device availability, assessment and learner engagement, with implications that were especially grave in rural and tribal settings. Although it accelerated the pace of innovation and the application of blended and low-tech learning practices teachers have been experimenting with digital platforms and the post-COVID recovery process, including remedial programmes and hybrid instruction. The chapter also discusses that blended learning is the most fitting, viable and sustainable approach for reaching the technological level in the field of educational technology at Nagaland. It implies that technology-mediated education can improve equity, quality, and resilience, but only under the conditions of inclusive policy design, strong digital infrastructure, vigorous teacher capability building, and culturally appropriate digital content.

Keywords: Educational technology, digital learning, COVID-19, Nagaland, online education, Challenges, blended learning