6-9-13, NEW DELHI
ESSAY II SUBMISSION FOR COMMONWEALTH EDUCATION TRUST COURSE
The learners today use technology almost seamlessly, in the classroom and beyond. It is, therefore, imperative that the teachers working with them are updated with the latest in classroom pedagogy with regard to Educational Technology. The Instructional Design for lesson deliverance in such a scenario must have pedagogic components that enhance and complement independent learning, self-reflection and most importantly, experiential learning. The primary factor that influences the effectiveness of learning is not the availability of technology, but the pedagogical design for its effective use. Therefore, technology integration should focus on pedagogy design. The use of technology integrated in this manner, results in high motivation, unique instructional capabilities such as helping students visualize data/problems or tracking learning progress, provides support for innovative instructional approaches such as collaborative learning and problem-based learning and results in teacher productivity and student knowledge construction.
The author is working towards establishing Core Teams across schools and they will hopefully form a connectome (consortium) that engages, supports and develops each other. What would be unique in this connectome (consortium) is that each core-team would have approached their technology integration needs from within, evolving and developing the base professional development programme run by the author and in the journey, constructing a new and unique, sustainable programme for themselves.
In this model, the process involves building a core-team in a school, which comprises of teacher enthusiasts. These teachers are selected through interview and by nomination by the leadership. The core-team members self-reflect on their core competencies and identify their key skills. These teachers then undergo the technology integration professional development programmes developed by the author. This model designs brain-aligned learning experiences, with feedback loop for feedback by the core-team. This is to ensure that the programme is sustained through its progress and also contextualises the programme for the school. Along with a set of identified student digital leaders, this core team develops implementation strategies for the school.
The teachers can either work in small groups to conduct action research on areas of development or they could work on their own, at their own pace. But the culture of the school should be such that the teachers collaborate, share, understand and support each other. Apart from building on local knowledge and experience inside the school, the community should also have a robust network of experts and specialists, from whom the school can continuously draw expertise and support.