Digital pedagogy in classroom teaching: Variation in relation to gender, year of teaching experience and location of school

The study aims to investigate the adoption of digital pedagogy in classroom teaching by the secondary school teachers and variation in relation to gender, years of teaching experience, and location of school in the Bolangir district of Odisha. For this purpose, the investigator has undertaken three dimensions of digital pedagogy, such as digital pedagogical orientation, digital pedagogical practice, and digital pedagogical competence of secondary school teachers. A descriptive survey was conducted consisting of 153 samples of secondary school teachers selected through a stratified purposive sampling technique. The data were collected through a self-made questionnaire. The research findings revealed significant differences in digital pedagogical orientation, digital competence, and digital practices in relation to gender, years of teaching experience, and residential type of teachers. Further, the study found that male teachers are highly digital pedagogy oriented, competent in digital pedagogy, and practice digital pedagogy more than female teachers. The research findings also reported the teachers having less than 5 years of teaching experience are highly digital pedagogy oriented and competent and practice the digital pedagogy more than the teachers having more than 5 years of teaching experience. The teachers posted in urban areas are highly oriented and competent and practice more digital pedagogy in the classroom than the teachers posted in rural areas.