Teaching with technology

While 88 per cent of educators consider technology to be important and 95 per cent are convinced that it helps to improve the pace of student learning, only 32 per cent of schools have actually introduced virtual learning. "We all understand the need for technology but don't know how to harness its potential," explains Anil Sethi, director, commercial channels, Dell India. Held last month in New Delhi, the Learn Today Educational Technology Summit brought together nearly 120 different school principals, academics, administrators and technology experts to discuss not just the benefits but also the steps needed to set up virtual classrooms. "This is the era of connectivity and individualism. On one hand we are more connected to the people around us but on the other hand we are very bad at dealing with them. Social growth and aesthetics have been forgotten and learners are much more emotionally disturbed today; they have the means but don't know how to use it effectively. This is why familiarisation with social interaction and networks from an early age is important," says Rajendra Pawar, co-founder, NIIT and keynote speaker at the summit. "Each of us needs to learn how to curate new information and be independent learners in a wired world," he adds.

DIGITAL LEADERSHIP

According to Pawar, the reputation of a school is inversely proportionate to their investment in technology. "Most educators realise the benefits of technology in schools. They are also committed towards increasing the use in their own institutes. But commitment without involvement leads to nothing," he explains. He further recommends that top management in schools keep aside a technology hour every day so that teachers, management and students can interact and update one another on what is being done with various software and devices in school. He also feels a teacher should clock atleast eight hours of technology usage in a month so as to become more familiar with different kinds of technology. "Management also needs to be more proactive in resolving conflicts between users and IT providers. There is a widening gap because of a lack of communication and awareness on both ends. This needs a hands-on approach in order to be overcome," he says.

AWARENESS IS KEY

Most speakers agreed that schools remain largely unaware of the new ways in which technology can redefine classroom learning. According to a survey conducted by PEW Research, on an average a teacher only voluntarily uses technology one to two times in a whole year. "From online parent teacher meetings to instant report cards and individual analysis, there is a whole world of interactive, simple and fun features that schools are missing out on if they chose to ignore technological innovations," says MM Pant, former pro-vice chancellor of Indira Gandhi National Open University (IGNOU). Pant delivered a talk on the need for sustained integration of technology in the classroom at the summit. "Education is something you can talk about for years and still not come to a complete resolution but that doesn't mean you should stop trying. The new generation today has different interests and challenges to face than their predecessors. Teaching has to be adapted accordingly," adds Pant.

21ST CENTURY SKILLS

Sam Al-Schamma, director, education sector, Asia-Pacific region, Intel Corporation also stressed upon the changing nature of skill training required for students today at the summit. "Jobs and lifestyles are different today - let us accept this. Today students no longer want to learn blindly. They want to interact and collaborate and tackle tasks in a more practical manner. It's sad that classrooms have not changed to match this mindset yet," he says. According to Al-Schamma the days when teachers spoke and students listened passively are over. "Imagine a child who plays with his gaming console and surfs the Internet for cartoons in the evening. And the next day he has to sit silently and stare at a blackboard. Neither is he learning anything nor is he being prepared to face 21st century workplaces. Companies don't need passive workers, they need, rather demand, employees who can think critically, work in teams and come up with innovative solutions," adds Al-Schamma.

STUDENT AS TEACHER

One of the major ideas generated at the summit was that of evolving the classroom into a student-centric environment without leaving teachers behind. Many felt that the solution lay in finding the right device and medium; one that a teacher is comfortable using on a daily basis. Often small problems such as ambiguous maintenance procedures or a cluttered interface can deter teachers from coexisting with technology. Interestingly a number of software and hardware providers are now recognising these user challenges and coming up with solutions accordingly. For example, Jumping Frog, an advanced student management software developed by Netspec Global, offers teachers a simple dashboard from where they can maintain individual student profiles. Teachers can upload performance, quizzes, friend circles, hobbies and behaviour patterns for each student. This comprehensive e-profile can then be accessed by the school, parent and student - thus building an accessible network between all stakeholders. As Al-Schamma sums it up, "the magic is not in technology but in the teacher. The minute a teacher understands technology and starts to work with it, that's when the real magic happens in the classroom."

Source | http://indiatoday.intoday.in/