Scaling EdTech Facilitated Teacher Professional Development: Two Case Studies of Language Learning Programs in India

Purpose Teacher professional development (TPD) is an important factor in teacher quality and, hence, in education. Given the large and diverse teacher populations in most education systems, it becomes necessary to explore how TPD programs can be scaled while retaining their ability to be high-quality and equitable, as well as responsive to local contexts. Technology (Digital technologies) is a force multiplier; the paper studies the role of EdTech in supporting the scaling of TPD using EdTech (Tech in Education). Design/Approach/Method The paper discusses two case studies of EdTech-facilitated TPD programs—the Kerala E-Language Lab and the Karnataka Language Education through Audio Storytelling Pedagogy. Findings Using data from research studies conducted on EdTech programs in these states, as well as from TPD programs in Karnataka, the paper argues that free and open (“public”) EdTech is key to scaling TPD. It discusses challenges in the mainstream model of for-profit businesses providing proprietary EdTech, including for TPD, and also analyses systemic aspects necessary for the sustainability and scaling of TPD programs, including those facilitated by EdTech. Originality/Value The paper explores the key questions of “who owns” and “who controls” technology, which are critical to teacher agency and sustainable EdTech use and necessary for scaling high-quality TPD.