By Vimala Ramachandran,
In the recent Beyond Basics ASER (2023) report, one of the ideas discussed was the potential of technology to transform the education landscape. The report revealed that households owning a smart phone has gone up from a mere 36% in 2018 to 74% in 2022. Equally, it was also reported that 94.7% of young men and 89.9% of young women could use a smartphone.
The report asserted that there was marginal gender difference in ability to access smart phones and that young people could use navigate the online world. The inference drawn from the data presented was that “widespread smartphone ownership combined with cheap data presents a huge challenge… as well as a huge opportunity for education of a kind that is not offered in schools and colleges…” (Madhav Chavan, ASER 2023).
This was received with scepticism in some sections of the education community, especially those who witnessed first hand the impact of online education during the Covid lockdown. Significant learning loss was reported during the lockdown. Inequality was exacerbated— rich/poor, well-connected/poorly-connected areas.
Equally, the ability of children to use technology for day-to-day learning, honing new concepts and accessing information depends a great deal on how it is positioned in the learning process. The importance of the teacher’s/facilitator’s pedagogic skill in leveraging technology in the classroom and how it is integrated into the teaching-learning process has been highlighted by many technology sceptics as well as enthusiasts.
Enthusiastic techies forecast a scenario where artificial intelligence would someday make education not only more accessible but also tailored to the needs of each learner. Some even say that education as we know it would end and we will move on to a different paradigm of learning. Enthusiastic discussions on Generalised AI were reported from the recently concluded Davos Economic Forum. Access to smartphones and cheap data is seen as a game changer in India, flattening hierarchies inherent in educational institutions and processes.
Both sides of the argument have a kernel of truth and, at the same time, it is important to keep in mind the realities of our institutions, society and education system. Whether we like it or not, Indian education continues to be about certification through examinations and accessing employment.
We are still bogged down with rote learning and an examination system that privileges memorisation over understanding or deep learning. Equally, as least as it is today, education technology has mirrored the textbooks. With some notable exceptions, we are far from developing software that is truly interactive and enables a student to start at her/his level and move at her/his own pace.
India faces the twin challenge of poor learning outcomes and unemployability of those who complete a desired level of education. Foundational skills in basic language/mathematics/science remains worryingly low. This poses a huge challenge to the education system. Notwithstanding laudable goals enunciated in successive education policies, including the recent one in 2020, we have not yet come up with workable strategies.
Access to and participation in educational processes does not guarantee employment or skills to navigate a rapidly changing economy and society from a position of strength. The challenges and opportunities inherent in technology and education need to be seen in this context. We need to simultaneously address challenges faced in using technology for different age groups/levels of education as well as different socio-economic situations.
At the primary and upper-primary level the importance of the teacher as facilitator is critical. As children get older, they may be able to use technology on their own, and that too up to a point. Valuable feedback of online education during the Covid lockdown revealed that children (young as well as older ones in secondary schools) found the process was isolating. Many could not focus and attention span was cited as a big problem.
Some of this may have to do with the “pedagogy” used by the teacher, the one used for online instruction was not very different from what teachers did in the classroom. Teachers complained that they did not have access to the teaching-learning materials suitable for online education and textbook-based rote learning made the process tedious for both teachers and children.
It is important to underscore the point that learning happens in an ecosystem. It is not only about transfer of information. It has a lot to do with developing the ability to learn to learn. In schools and colleges students interact with peers and with teachers. A lot of learning happens the family and the community. Access to educated mentors, reading material, library and internet—further influences learning and acquiring ‘knowledge’. Technology is embedded in ecosystem, and one cannot view it as something that stands alone.
In the last decade or two there have been so many examples of smart classrooms to computer assisted learning. Yes, there have been schools/colleges where it may have been more effective; but the fact is that having these “smart” tools did not alter the landscape. When assessment is skewed in favour of rote learning and reproducing, students and teachers alike look for resources that further this objective. Even teacher continuing education programmes has not taken off because pedagogic practices did not change as teacher education moved online.
Indian education is still all about getting degrees/certification and finding jobs. As long as education is viewed in this narrow prism, it is difficult to imagine a different kind of education, one that opens minds, spurs creativity to prepare for a fast-changing world. The issue of technology and education cannot be posed as an either-or dichotomy. Given the rapid pace of development, it is, no doubt, valuable and should not be dismissed. At the same time, technology is not a panacea to solve all problems related to school/college education, continuing education and re-skilling. It is thus important to take a more nuanced view.
(The author is Retired professor, National Institute of Education Planning and Administration) Views are personal