The quality of teachers has been a much-debated issue in India for decades now. The nation as a whole, as well as states independently have grappled with the quality of teacher training, trying to ensure that our teachers are learning, learning well, and are able to serve our children better.
Most states have elaborately planned training, often designed as a cascade model. This model involves top officials getting trained on teacher content, taking this learning and then training their immediate subordinates. This goes on for about 3-4 levels before reaching the teacher. While the intention exists and it solves for the vastness of this problem, the quality of content, the facilitation and the motivation to deliver gets diluted at each level of the cascade model. Now, with new approaches on curriculum coming out, the need to deliver content with minimum compromise on quality in an interesting and engaging manner, and also in a language that works best for a teacher, technology can play a very interesting role in addressing these gaps.
Before we get into what technology can do, it is also important to understand why it is important that we leverage this now more than ever. With India bringing out the NEP, there is an emphasis on making sure that teachers have access to quality capacity building and professional development that also takes into account relevant factors like continuous professional development and access to reference material, etc. Now that children need effective remediation post the pandemic, building a workforce of quality teachers who can ensure that foundational literacy and numeracy goals are met is critical. To do this at a fast pace, technology is the only enabler that can help us strengthen the existing model of training. This has been proven across various sectors and it is about time the educational sector adopted it as well.
During the pandemic, multiple surveys found that teachers catering to even the low-income communities had access to at least one internet enabled smartphone at home. This opens up opportunities to try and test integration of technology in teacher capacity building.
Below are some key advantages of integrating technology into training-
AUDIO-VISUAL RESOURCES
Online training makes it possible for teachers to access learning material in the form of videos. While content is present in the form of readings and papers, most teachers who seek learning are unable to access it in their preferred language. Videos provide this flexibility of adding voice overs in the identified language, allows replaying of content and overall require lower time commitment from teachers since they can consume knowledge in smaller bytes.
FLEXIBILITY IN TIME AND PACE
Online modules, once created, can remain accessible for an extended period of time. This provides the option for teachers to access learning content in small packets, at a time that is convenient for them and at a pace they are comfortable with.
PROVIDES IMMEDIATE FEEDBACK
Teachers require feedback to be able to self-correct which takes effort and time. Organising assessment for teachers to test their own learning is an ordeal in terms of finding a venue, communicating dates, managing travel etc. Integration of technology for this can make it possible for teachers to test their knowledge at any point from the comfort of their homes.
HELPS IN GROWTH AND LEARNING
Tech can be created to track the learning content teachers are accessing and the progress they are making. This can help the teacher see their own growth, and in turn, be more motivated to improve their classroom practices.
PROVIDES PROOF OF COMPLETION
Providing certificates to teachers has a number of logistical challenges which include tracking attendance, assessments, printing and delivering. Online modules available these days are able to automate and provide digital copies of certificates to teachers which they can access easily at any given time as long as they have internet enabled.
ENABLES PEER LEARNING
Tech can make it possible for teachers to connect with peers across districts and states and expand their perspectives on teaching practices. Online discussion forums, webinars and chats can allow for cross learning and a greater sense of community.
These features, if leveraged, can make capacity building of teachers less intensive on the trainers within the cascade, and can be scaled to provide access to remote areas easily. While the above solutions may not solve for enabling effective reflection, motivation and practice, they would definitely add value to the existing model of training by making trainers and officials more equipped to support teachers better in the classrooms. A hybrid model needs to be explored in order to make capacity building for teachers complete.
The author is Co-Founder and CEO, Key Education Foundation