Teachers’ Attitude towards Smart Classroom Teaching at the Secondary School Level: A Study of Nayagarh District, Odisha

Abstract

The integration of digital technology into school education has changed the way teachers plan, present and evaluates classroom learning. Smart Classroom Teaching brings together computers, projectors, interactive boards, multimedia content, internet connectivity and other digital resources to make classroom interaction more visual, flexible and engaging. The present article examines the attitude of secondary school teachers towards Smart Classroom Teaching in Nayagarh district of Odisha, drawing directly on the empirical findings of the study from which this article is prepared. The study adopted a descriptive-cum-survey method. From the selected Smart Classroom schools, 100 secondary school teachers from Nayagarh district constituted the teacher sample. A self-developed 30-item Likert-type Attitude Scale for Teachers towards Smart Classroom Teaching was used. The scale was developed across dimensions including effectiveness, implementation, communication and connectivity, power supply, quality enhancement, infrastructure, technical support, maintenance, educational utility, motivation and perception, and problems and constraints. Female teachers recorded a higher mean score (105.82) than male teachers (104.20), urban teachers recorded a higher mean score than rural teachers, and trained teachers recorded a higher mean score (105.44) than untrained teachers (101.56). However, the differences by gender, location and training were not statistically significant at the 0.05 level. The findings indicate a generally favorable attitude towards Smart Classroom teaching, while also pointing to the need for continued teacher training, technical support, reliable infrastructure and sustained administrative attention.