Reformation of Pedagogy of Integrating Technology in Teacher Education for Quality Teaching-Learning Processes

In the era of rapid technological advancements, the amalgamation of technology in pedagogy has turned up as a pivotal force in reshaping teaching and learning processes by evolving educational paradigms. The integration of technology into teacher education has become incumbent in the rapidly evolving landscape of teacher education. Once, Education confined to traditional classroom settings, now it is undergoing a profound revolution propelled by digital innovation. This research paper investigates the transformative potential of reformed pedagogical approaches that utilizes technology to magnify the quality of education. The consolidation of technology into education has triggered a pedagogical reformation. It revolves around the student-centred learning and the development of innovative teaching practices (Al-Khatib, 2009; Hedberg, 2011). With the effective pedagogical strategies, the meaningful integration of technology remains a challenge (Murthy, 2017). A model for teacher professional development programs has been initiated to negotiate this challenge. This model highlights the need for teachers to go beyond knowledge about teaching and learning to develop meta-cognitive, social, and socio-metacognitive capacities (Law, 2008). This paper prescribes for the reformation of pedagogy by way of integration of technology in education. It features the significance of endorsing a learner-centred approach that utilizes the power of technology to create dynamic and inclusive learning environments conducive to quality teaching and learning experiences.