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In today's technology-dominated world, smart educational process is a boon for both teachers and students. In order to modernize the method of teaching and increase the levels of students' attention and achievement, the integration of hard tools and innovative software technology has reached the concept of the smart classroom in the current context. Moreover, smart or digital classrooms foster creativity and an interactive environment that will help bring in more innovative ideas, more inquiries, and more solutions to teaching learning problems. The ability of educational technology to solve problems that occur in traditional classrooms has enabled it to pave a new path to real-time and scientific teaching and learning methods by integrating, optimizing and embedding appropriate technological resources such as computer-based smart technology training, phone learning and learning management system in education. Most learners are interested in learning through the smart board in any subject in the school. A teacher familiar with operating a smart board will be able to survive in any school. Teacher training students are required to undergo various training during their studies at their training institutions. Smart board training is also important for trainee teachers who want to become effective teachers in a classroom environment. The training of smart board also is important for the teacher trainees who want to become an efficient teacher. Today, teachers require techno-pedagogy competence because, the entire education system depends upon the technology and the devices provide successful learning outcomes. The term techno-pedagogy consists three domains of knowledge, that is: content, pedagogy, and technology. Saravanakumar, A. R., & Subbiah, D. S. (2011). The experimental method has been adopted as a method to the present investigation. The investigator has employed single group experimental design. Purposive Sampling Technique was adopted in the study. The investigator selected primary teacher trainees who are studying Diploma in Teacher Education in DIET at Pudukottai . The total size of the sample was 30 primary teacher trainees and the findings of this paper the calculated ‘’ value (0.88, 0.80,0.83) is strong positive correlation. It is concluded that there is significant relationship between experimental group of pre test and post test of dimensions of motivation, knowledge, and understanding of smart class teaching competency among Primary teacher trainees.
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