Implementation of Smart Classroom Teaching in Secondary Schools: Status, Infrastructure and Challenges

Abstract

Smart Classroom teaching has emerged as an important component of technology-supported education at the secondary school level. The integration of computers, digital learning resources, internet connectivity and other technological devices can make classroom teaching more interactive and learner-centred. At the same time, effective implementation depends on physical infrastructure, electricity, connectivity, maintenance, administrative support and trained manpower. The present article is based on the findings of a study conducted in secondary schools of Nayagarh and Kandhamal districts of Odisha. Implementation status was examined from 40 schools, while implementation-related problems were analyzed using 200teachers, comprising 100 from each district. The findings show a sharp increase in implementation up to 2022, when 90% of the surveyed schools reported implementation, followed by a much lower figure in 2023. All surveyed schools had three-dimensional concrete roofs and digital library facilities; 97.5% had computer laboratories apart from Smart Classrooms and 92.5% reported uninterrupted electricity. However, only 17.5% had atmosphere-controlled classrooms and 12.5% had a separate room for an ICT Coordinator. Regular internet facilities were reported by 95% of schools in Nayagarh and 55% in Kandhamal. In the problem analysis, 69% of respondents identified inadequate infrastructure as an impediment, while only 55.5% reported Smart Class equipment in every classroom. The findings indicate that sustainable Smart Classroom teaching requires continuous infrastructural development, dependable internet, maintenance, financial support, technical assistance and systematic teacher training.