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Updated: Oct 30, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Constructivist teaching and learning with technologies in the COVID-19 lockdown in Eastern India.

Amina Charania1, Uchita Bakshani1, Sumegh Paltiwale1

  • 1Center of Excellence in Teacher Education Tata Institute of Social Sciences Mumbai India.

British Journal of Educational Technology : Journal of the Council for Educational Technology
|July 5, 2021
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Summary

Teachers with prior Integrated approach to Technology in Education (ITE) engagement adapted project-based learning (PBL) with technology during the COVID-19 lockdown period (CLP). This study highlights successful technology integration in distance education.

Keywords:
constructive teaching and learning with technologydistance education with PBLteaching and learning in COVID‐lockdown in Indian government schoolsteaching and learning with technology in the COVID‐19 lockdown period

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Area of Science:

  • Educational Technology
  • Online Learning
  • Pedagogy

Background:

  • The COVID-19 lockdown period (CLP) necessitated rapid shifts in educational delivery.
  • The Integrated approach to Technology in Education (ITE) initiative aimed to foster constructivist technology integration.
  • Pre-CLP ITE engagement involved project-based learning (PBL) and professional development for teachers.

Purpose of the Study:

  • To analyze teaching and learning strategies during the CLP.
  • To examine the relationship between ITE engagement and the use of PBL with technology during the CLP.
  • To assess the adaptation of ITE innovations to a distance learning mode.

Main Methods:

  • A survey and interviews were conducted with secondary government school teachers and students in Eastern India.
  • Analysis focused on teaching strategies and student engagement in relation to ITE.
  • The study examined the impact of WebQuests on PBL adoption during the CLP.

Main Results:

  • Teachers with higher pre-CLP ITE engagement were more likely to utilize PBL with technology during the CLP.
  • Student interviews revealed that PBL involved deep research and technical skill development, transferable to distance learning.
  • The introduction of WebQuests during the CLP increased the likelihood of teachers engaging in PBL.

Conclusions:

  • The study demonstrates the successful adaptation of ITE innovations to a distance learning context.
  • Project-based learning and technology integration proved effective for student engagement and skill development during the CLP.
  • Policymakers and educators should consider the sustainability and further study of the ITE approach in evolving educational landscapes.