ICT Skills Among Secondary Teachers in Tamil Nadu and Kerala

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Dr. Ethan Carter
Department of Digital Systems
Toronto School of Engineering, Canada

Abstract

Information and Communication Technology (ICT) has become integral to contemporary schooling in India, yet disparities in teachers’ digital competencies continue to influence classroom practice. This study investigates the level, patterns, and determinants of ICT skills among secondary school teachers in Tamil Nadu and Kerala—two southern states with contrasting governance models but comparable human development indicators. Using a cross‑sectional survey of 300 teachers (150 from each state) complemented by semi‑structured follow‑ups, the research measures four dimensions of ICT competence: basic operational literacy, pedagogical integration, content creation, and digital citizenship/ethics. Descriptive statistics, composite skill indices, and independent sample t‑tests reveal that while both cohorts demonstrate adequate basic literacy, Kerala teachers score significantly higher on pedagogical integration and digital ethics, whereas Tamil Nadu teachers show marginally better proficiency in multimedia content creation.

Fig.1 ICT Skills Among Secondary Teachers,Source([1])

Regression analysis highlights prior formal training, institutional ICT infrastructure, and peer support communities as significant predictors of higher ICT skill indices. Qualitative insights underscore time constraints, exam-centric culture, and language barriers as persistent obstacles. The study concludes with recommendations for continuous, context-sensitive professional development, school-level mentoring structures, and state-led frameworks for open educational resources (OER) in local languages. The findings contribute evidence for policy harmonization and scalable teacher capacity-building in India’s digital education ecosystem.

Keywords

ICT skills; secondary teachers; Tamil Nadu; Kerala; digital pedagogy; teacher professional development; survey research

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