Teacher Learning Centres for continuous professional development

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.

Content, pedagogy and technology: The perfect fit

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.

Technology for technology’s sake?

Technology for technology’s sake?

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.

Increasing teacher agency in the use of digital technology: Are societal platforms a solution?

Increasing teacher agency in the use of digital technology: Are societal platforms a solution?

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.