In the backward Shorapur block of Karnataka, Teacher Learning Centres constitute a vibrant space for continuous professional development, where teachers decide for themselves the conceptual, technical, and human relations skills they want to enhance. This article describes how teachers learned to make their own video teaching-learning materials, and documents the lessons learnt from the 15-year process of personal and professional growth for teachers.
The Azim Premji Foundation introduced computer-aided learning centres in government-run schools in Karnataka in 2001. This article recounts the stages of the programme, the challenges faced, and ways to make computer-aided learning programmes community-driven and sustainable.
A study of 15 teachers who had undergone training in integrating new technologies in education found that technology remained an add-on in their classrooms. The ICT tools provided were not being used to integrate content, pedagogy and technology. The only hurdle between teachers and the establishment of a transformative classroom experience appeared to be teacher training following the TPACK model, which could help them bring technological, pedagogical and content knowledge together.
Despite the emphasis on technology in education in India, a Mumbai study reveals that technology remains separate from the curriculum, not an integral part of the learning process. Teachers use technology as little more than a visual prop in the classroom, with students remaining in the passive role of receivers.
EkStep, Diksha and ShikshaLokam are three emerging societal platforms in education that work on a single digital infrastructure, addressing the needs of children in K-12, teachers in schools, and school administrators and leaders. These platforms have the potential to reduce digital inequalities and increase teacher agency and autonomy of technology use.
Integration of technology in education has been a major focus of in-service teacher training. What, however, is the quality of these trainings, and how relevant are they to teachers’ needs? This study of one model school in Uttarahalli, Bengaluru, presents an encouraging picture of integration of technology in education by teachers.