Exploring the Integration of Digital Pedagogy in Classroom Instruction among DoE Trained Graduate Teachers of Delhi State

Abstract

The incorporation of digital pedagogy has become a revolutionary force in the ever changing environment of modern education, redefining the conventional paradigms of classroom instruction. This study explores the field of educational innovation with a particular focus on the Digital Pedagogy methods that Graduate Teachers in Delhi, a bustling state, have embraced. These teachers were trained by the Department of Education (DoE). The job of educators is becoming more and more important in managing the junction between traditional teaching approaches and cutting-edge digital tools as technology continues to grow at a rapid pace. This study aims to provide important insights into the continuing conversation about digital education by closely examining the experiences and practices of DoE-trained graduate teachers. In light of this, this study sets out to explore the complexities of integrating digital pedagogy into classroom instruction among Delhi State’s graduate teachers who have received training from the Department of Education. This study aims to provide light on how teaching methods are changing in the digital age by exploring the perspectives and tactics used by these educators. Purposive sampling was done and the data was collected through google forms. Quantitative as well as qualitative technique was used for data analysis. Findings reveals that rather than just implementing new technology, digital pedagogy is viewed as a whole revolution that alters teaching strategies, educational philosophies, and student engagement techniques. This study aims to stimulate meaningful discourse and action toward realizing the full potential of digital pedagogy for improving education in Delhi State and beyond through well-informed views and recommendations based on evidence.