It is necessary to have a strategic approach to adopt addtech solutions to increase digital solutions and enhanced learning results. This four-dimensional approach (A) problem can be thought of (b), (B) identifying promising research-afforded technologies, (C) Define content and software mix (solution design) and ( D) Digital initiative to enhance the capacity of states to implement.
It is important to identify that adopting Edtech is a means of an end rather than the end. It is therefore important that the aditect is based in a strategic approach, research and practicality to adopt solutions, guide these efforts to choose the most appropriate technologies.
It seems clear, but in practice, rarely done. UNESCO’s latest global education monitoring (GEM) reports highlight to providing digital input without focusing on the results of learning. For example, in Peru, more than 1 million laptops loaded with materials per child program were distributed in a laptop, but there was no positive effect on learning, partially on the provision of equipment rather than the quality of educational integration instead of quality of educational integration Due to focusing. States can effectively identify specific problems (s) by conducting stakeholders consultation, class observation and assessment, and strong data analysis.
Research indicates that targeted technical intervention can help address a series of problems – from abysmal engagement to poor access to quality resources, and low learning levels within a classroom, among others. For example, there is evidence that low learning levels within the classroom can be addressed by effective individual adaptive learning (PAL) solutions, as it is educational experience for each student’s abilities, learning speeds and personal needs Tailor, adjusts and supports materials and support. Real time to optimize their learning results.
Despite such evidence, states are often biased to purchase teacher-de-stories solutions, even when the student-led approach, such as Pal, by addressing multi-level classes better Can and improve learning results. For this reason, smartclass, despite evidence of impact, is applied extensively in government schools. Therefore, instead of relying on legends from sales pitches, media articles and elite private schools, the state can do quick proof-of-concept studies or spending time and energy in search of reliable and relevant impact reports, if you can do good in spending time and energy in search of reports, if Someone
In 2018, the Andhra Pradesh government adopted a uniform approach, and through rigorous scoping practice and research, identified that low learning results among students were a relevant issue.
While most of the budget is used for hardware purchase, this is the solution design that leads to learning. Therefore, states should focus on defining appropriate features that form a good solution and consists of strong rubricics for evaluation. Quality materials that are accurate, sensible, relevant and associated with the course are likely to promote student engagement and learning.
Creating outstanding digital materials is a high specific and demanding task that people require people with specialization in education, instructional design, animation, communication and quality assurance. To add it, even the high quality materials distributed through poorly designed software are likely to be equally a sub-experience for students and teachers.
Solutions that combine quality materials with an easy-to-use, intuitive interface that work well in devices, are likely to use and learn. States that do excellent in-houses or external materials, instruction design and ambitious exercises of creating their content without software design teams may be better than searching for appropriate off-the-chest solutions.
Such states often underestimate the importance of technology layer, resulting in they are unable to provide a good user experience. In addition, they are likely to suffer from lack of actionable data and question the effectiveness of their technology expenses to the report.
It should be clear from above that the choice of Edtech solutions suitable for government schools requires a concentrated and methodical approach from the education departments. Fortunately, some states like Uttar Pradesh and Haryana have shown the way by including rigorous assessment norms in materials, education and technology in their procurement process.
It is supported by Edtech Tulna, an assessment index developed by IIT-Bombay experts. The K-12 grade in the index includes many uses of smart classrooms, PAL and interactive audio visual. Edtec Tulna is looking at interest from many quarters, including some international attention, encouraging.
Beyond the ability to evaluate education technology, states also face acute shortage of employees that understand the various aspects of training, implementation and best practices for efficient use of Edtech research, design, Edtech. In addition, often the adtech data set and their dashboard are not included in the concerned Vidya Samiksha Center of the states, which is leading to the non -availability of meaningful use data. An important but frequent neglected aspect, is a long-term commitment to improve teacher capacity to integrate digital devices in everyday class intervention.
Faith in the sufficiency of a half -day training program to train teachers to navigate the technology solution is a fatal defect in the entire implementation process. Thus, it is important that states invest in building such a capacity and make provisions for strong data monitoring to take advantage of Edtech’s full capacity and to run the best practices.
A good example of a successful investment in capacity-making is the IT@school project in Kerala, now known as Kerala Infrastructure and Technology for Education (Kit). Since its establishment, it is responsible for design and implementing all important aditech activities in state government schools. One of the major reasons for kite success has been the cadre of Edtech experts and is their ability to improve the technical efficiency of teachers.
In conclusion, while technology can benefit education, a public education can effectively exploit Edtech’s ability in settings, requiring a clear strategic goal and a strong underlying vision. This includes transfer for research-supported technology selection and implementing digital initiatives and increasing the capacity of the state to implement. In the absence of such strategic elements, the actual capacity of technology in education will continue to decrease.
– Author, Dr. IV is Sabba Rao, former bureaucrat (IAS), who served in leadership positions in education in Andhra Pradesh and Government of India, and he was the head of literacy and non-formal education in UNESCO, Paris. The views expressed here are personal.
(Tagstrantelet) Education Technology (T) Detection (T) Digital Education (T) India
