The Contribution of Techno-Pedagogical Skills Training to Teachers' Improvement of Digital Proficiency in Rural Schools

Abstract

In the twenty-first century, integrating digital technology into the classroom has grown more and more important, yet many rural schools still struggle because of poor infrastructure, a lack of funding, and a lack of prepared teachers. The quality of instruction and student engagement are strongly impacted by teachers' inability to successfully integrate digital resources into their pedagogy in rural areas. To close the digital divide and improve teachers' abilities, techno-pedagogical skills training has become an essential intervention. With an emphasis on both immediate application and long-term pedagogical impact, this study investigates how techno-pedagogical skills training helps instructors in rural schools become more proficient in digital technology. Teachers who receive techno-pedagogical skills training are better able to create learner-centered environments by combining effective teaching techniques with technological resources. In addition to technical skills like using digital devices, managing online platforms, and utilizing multimedia resources, the training places a strong emphasis on pedagogical integration, which includes creating lesson plans that incorporate technology, utilizing digital assessment tools, and encouraging interactive learning. Such training gives teachers the confidence and independence to use technology in a meaningful way in rural schools, where they are sometimes the first generation to use cutting-edge digital tools. By offering practical experience and ongoing guidance, it also tackles psychological obstacles like resistance to change or fear of technology.

Techno-pedagogical skills training improves digital competency in three important areas, according to the literature currently under publication: technical capability, pedagogical adaptation, and attitudinal transformation. The ability to incorporate ICT into everyday lessons, resource utilization creativity, and desire to try out new teaching techniques are all enhanced in teachers who receive this kind of training. Students in remote schools can gain from expanded learning experiences since teachers can use digital content to make lessons more engaging and pertinent. Additionally, by sharing digital practices and working together to create creative solutions that fit local circumstances, the program encourages instructors to collaborate professionally.