IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 1, Ver. 5 (January. 2018) PP 74-79 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOI: 10.9790/0837-2301057479 www.iosrjournals.org 74 | Page Role of Digital Technology in Teaching-Learning Process Kiran Srivastava a ,* Soumen Dey b a Assistant Professor, Center for Education, Central University of Jharkhand, Ranchi-835205. b Assistant Professor, Center for Applied Chemistry, Central University of Jharkhand, Ranchi-835205 Corresponding Author: Kiran Srivastava Abstract: Digital technology has brought significant changes in the progression of society. The paradigm shift in education requires the modern teacher to play a role of digital networkers to bring creativity within students as change enablers by using smart tools. Real time use of smart classrooms and magnetic induction enabled board can generate technology powered knowledge exchange which can settled long in students’ mind in the upliftment of teaching learning methodology. The availability of newer technology in digital era demands to improve the performances of all stakeholders of knowledge sharing in a seamless way. Teacher educator has to ensure safety, environment protection and sustainable management. The present paper highlights the issues and challenges related to digital use in teaching and learning which can be driving force in overcoming the obstacles and become successful technology users. To analyze the teachers’ perception of the challenges faced in using digital tools in classrooms, a quantitative research design has been used to collect the data from the teacher educators from the state of Jharkhand. The questionnaire has been administered on male and female teachers from the key issues and challenges found to be significant in using the digital tools were: limited accessibility and network connection, limited technical support, lack of effective training, limited time and lack of teachers’ competency. The result shows there is a significant difference in the use of digital tools by male teachers is higher than female teachers. The outcome of this research provides proper information and recommendation to those responsible for integrating the new technologies into the teaching and learning process. The result suggests that, growing up with technology, digital natives as B.Ed. teachers are savvy with basic and social- communication technologies. However, their technology proficiency is limited by both narrow scope and insufficient technology driven activities. Keywords: Digital Technology, Learners, Teacher Educator --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 08-01-2018 Date of acceptance: 22-01-2018 -------------------------------------------------------------------------------------------------------------------------------------- I. INTRODUCTION The present paper discusses about how digital revolution and active use of the technology creates new possibilities, dilemmas and challenges for teacher education in our contemporary society. In India there is an urgent need to explore this area more deeply because of the high technology density in society in general, the youngsters’ massive use of technology in their everyday life and the difficulties experienced by teacher education in integrating and utilising the technology for educational purposes. Teacher educators are increasingly affected by this digital revolution and it is also highlighted that the teacher education students have to achieve digital literacy to be certified as teachers in this new pedagogical terrain. It has become one of the most important basic competencies for teachers in all subjects. Given this background there is a consensus among policy-makers, researchers, teacher educators and school management that the digital literacy area needs to be explored more deeply in our contemporary educational institutions. However, despite this consensus and good intentions one has to bear in mind that earlier efforts with information communication technology implementation in teacher education have been more strongly anchored rhetorically than in practice. Today we find that there is a discrepancy between the digital literacy visions of the new educational reform and the reality in teacher education institutions. Even if technology access in teacher education institutions is being mandatory but, we still find that there is a lack of essential digital literacy among teachers and there is too much low-speed Internet access in the institutions, neither of which is taken into account in the reformers’ ambitious visions for digital literacy (Lie, Beemt 2009; van den et. al., 2011). This illustrates the complexity of this area and, consequently, raises a number of questions. Does the new, converging, Internet-based technology create a fertile ground for this new, mandatory digital literacy in teacher education institutions? If so, what happens to the teacher’s role, to students and to subjects when digital literacy becomes mandatory in all subjects?