Effect of Social Media Accessing Skills on Techno-Pedagogical Skills of Rural Secondary Teachers of Government Aided Schools in West Bengal

Abstract

The present study investigated the effect of social media accessing skills on techno-pedagogical skills of rural secondary teachers of government aided schools under the West Bengal Board. To fulfil the objectives of the study, 214 rural secondary teachers were selected through cluster random sampling and the researchers adopted a descriptive survey design. For collecting data, two (2) standardised five-point scales, titled “Scale of Social Media Accessing Skills” (SSMAS) and “Scale to Assess Techno-Pedagogical Skills” (SATPS), were used. The results revealed that the rural secondary teachers of government aided schools of the West Bengal Board had a moderate level of skill in social media accessing and techno-pedagogy, and both skills of the teachers were positively correlated. On the other hand, a significant difference in techno-pedagogical skills of rural secondary teachers in relation to their social media accessing skills was observed which also indicates that social media accessing skills has a positive effect to make teachers more competent in techno-pedagogy.