Effectiveness of ELT In a Learning Process at B. Ed Level in A Public-Private Institute: A Case Study

The primary aim of this research is to examine the factors influencing the effectiveness of emerging learning technologies (ELT) in the learning processes of student-teachers at the B.Ed. level within a public-private institute. The study adopts a qualitative approach, employing in-depth interviews as the primary data collection method. The research utilizes semi-structured interviews and classroom observations to identify teacher educators' practices in integrating emerging learning technologies at the B.Ed. level and to assess the impact of ELT integration. The SAMR model serves as the framework for evaluating the degree of technology integration. The study's findings reveal that the judicious use of ELT, aligned with subject matter and teacher decision-making, facilitates the achievement of learning objectives, enhances engagement, clarifies complex concepts, and prepares students-teachers for a future dominated by new technologies. Effective and efficient ELT integration into the learning processes of student-teachers hinges on several crucial factors, including the appropriate use of specific online tools, the competency of both students and teachers, alignment of technology, pedagogy, and content knowledge, the teacher's ICT skills and digital literacy, institutional policy, organizational support, and consideration of future workplace resource availability. The study recommends that instructors possess qualifications and skills to effectively incorporate ELT into the classroom, cautioning against a haphazard or uninformed approach that may lead to chaos. Finally, the teachers should consider the institute's goals and future challenges before introducing emerging learning technologies into the classroom, emphasizing the importance of self-reflection on teaching practices to evaluate the efficacy of the implemented tools in terms of pedagogy.