Over past few months, teaching and technology experienced a special bond owning to the Covid-19 induced new normal. The use of Information and Communication Technology (ICT) tools in a work-from-home (WFH) scenario though proved prospective for many user/educators. In the hindsight, it has disrupted work-life balance causing counterproductive results. The stakes were high with inadequate training, fund allocation, unidentified strategies, skill deficit and scarce collaborative approaches in the teaching fraternity, further making it quite difficult for an educator to cope-up with sudden challenges to re-invent the teaching trends accordingly. Hence, in this milieu, fast gaining attention is idea of ‘Technostress’. It is conceptually defined as any form of ICT that stimulates stress over the user striving to interact effectively through numerous technological platforms/ gadgets for a substantial span of time. Though past researchers had analyzed it with job satisfaction, employee performance, work load, behavioral stress and aspects of work-family conflict; a special treatment of women educators (in Indian context) undergoing the stress is awaited. In furtherance, education technology with its affinity towards pedagogy, educational policy administrators, technology developers and market are yet to identify women educators need exclusively. Together factors bearing stress under technology-overdrive with strategies to alleviate the same. Now, it is time to reckon women educator’s need, ability, and interest, which should be mapped on optimum and effective use of technology.

Keywords: Technostress, Women Educator, Pandemic, ICT