TECHNOLOGY AS AN ENABLER: REDEFINING INCLUSIVE CLASSROOMS IN THE DIGITAL AGE    

Authors : SUJIT KUMAR; Assistant Professor, Electrical Engineering Department at Government Engineering College, Banka

Publishing Date : 2025

DOI : NSP/EB/AARDAMGP/2025/Ch-04/ (No DOI-Only Chapter ID)

ISBN : 978-93-49381-83-4

Pages : 39-50

Chapter id : NSP/EB/AARDAMGP/2025/Ch-04

Abstract : Technology has emerged as a powerful catalyst for reimagining inclusive education, transforming classrooms from rigid, one-size-fits-all models into flexible, learner-centered ecosystems. By aligning with Universal Design for Learning (UDL), digital tools create multiple pathways for engagement, representation, and expression, ensuring that learners with diverse needs — including those with disabilities — can participate meaningfully in the learning process. Assistive technologies such as screen readers, speech-to-text software, and adaptive platforms enhance accessibility, while collaborative digital environments amplify learner voice and agency. Yet, technology’s enabling power is not automatic; it requires teacher preparedness, institutional support, equity-driven policies, and ethical governance of learner data. Bridging the digital divide is particularly crucial to prevent disparities in access from undermining inclusive goals. Drawing on sociocultural and constructivist theories, this study positions technology as both a mediator of learning and a transformative force for educational equity. It argues that when thoughtfully implemented, technology does more than assist inclusion — it reshapes educational norms, empowers marginalized learners, and fosters classrooms that are more just, participatory, and responsive to human diversity.

Keywords : Technology, Inclusive Education, Digital Age, Teaching & Learning.

Cite : Kumar, S. (2025). Technology as An Enabler: Redefining Inclusive Classrooms in the Digital Age (1st Ed., Pp. 39-50). Noble Science Press. Https://Noblesciencepress.Org/Chapter/Nspebaardamgp2025ch-04

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