Education plays a pivotal role in the development and progress of societies, serving as a cornerstone for social, economic, and cultural advancement. With the rapid developments in technology, governments worldwide are redefining education to equip students with the necessary skills to thrive in a technology-driven era. In this context, Education Technology (EdTech) has emerged as a transformative force within the Indian education system. EdTech encompasses a range of technological tools, including software, hardware, and associated technologies, with the goal of promoting engaging, interactive, and individualized learning experiences.

Though India’s journey in education technology can be traced back to 1986, when the nation formulated its first education policy, the adoption and growth of EdTech were fairly slow. The onset of the COVID-19 pandemic, however, drastically expedited the transition towards technology-driven education. Additionally, the National Education Policy (NEP) 2020 places significant emphasis on integrating disruptive technologies into the transformation of the education system.

Given the significant growth in technology-driven education, it becomes crucial to pause and assess the effectiveness of EdTech in schools. The current study undertaken by the Centre for Public Policy Research (CPPR) seeks to explore how the school education system and teacher training programs can effectively utilise EdTech by identifying the challenges and experiences of educators, teachers, and parents. Additionally, it aims to form a basis for future discussion and deliberation on the development of technology policies for schools.