Equipping schools with ICT improves learning outcomes

India has over one million government schools, of which 60% of the 260 million children in school are enrolled with the public education system are struggling to read fifth grade level textbooks.

According to the Annual Status of Education Report, only 43.9% of Standard 8 students could carry out division and only 72.8% of them could read Standard 2 level literature in rural public schools. This has serious consequences impacting students' ability to achieve learning objectives across a range of subjects and to undertake higher education.

To address this issue, technology is the only most effective to improve the educational standards of the schools. So, equipping the schools with digital technology is not enough, but it is significant to be integrated into the pedagogical methods as it has shown to improve average grades and learning outcomes. Based on recent budgetary outlays and pronouncements in parliament it appears there is serious intent to equip schools with IT capability.

One of the most popular models for integration is the Substitution-Augmentation-Modification-Redefinition (SAMR) model. The first stage is the replacement of manual practices with information and communication technologies (ICT) based ones such as usage of projectors instead of traditional chalkboards. Second stage, involves substitution but with functional improvements. This includes usage of word processors with spell checkers and using search engines. In order to equip schools with IT capabilities that could solve government schools reading crisis.

Empowering teachers is critical:

Teachers play significant role in carving the career of children and technology innovations can also reduce the role of teacher but improves the educational standards of children. However, the teachers must continue in digital class rooms with the aid or using the technology platform provided.

A student- teacher centered approach could include the use of online tutoring systems to helping students with mathematics. Such measures have been shown to improve both learning, and grades.

Studies have shown that computer –aided instruction programmes without teachers have shown that students have secured low scores, which shows that simply using computers can lead to a harmful learning. Therefore, the technology, if used effectively, has the potential to greatly improve the quality of education for millions of students in the country.

Align with curriculum

Many stakeholders involves in designing and delivering curriculum. It must be kept in mind while designing curriculum, align students proficiency with curriculum, so that syllabus goals are achieved. Without evaluating students' proficiency, designing curriculum out of standard may led to students in dizzy.

Integrate with class schedule

The schools must equip with digital libraries that allow the students to read the existing textbooks during the normal periods through their laptops or computers, so as to not increase time in schools for students as well teachers. The students should allow the use digital books after going to home to refer the digital books to learn more on mathematics problem solutions and even refer other books which are not covered under syllabus.

According to the National Bureau of Economic Research (NBER) study revealed that after-school intervention for students in the 6-10 grades noticed twice the progress in mathematics, and 2.5 times the progress in Hindi compared to the students who weren't on the intervention.

There was also a 12% increase in answers given to easy questions and 36% increase on harder topics in mathematics. In Hindi, there was a 7% increase on questions answered on easy topics and 19% on the hard ones.

The study also stated that weaker students benefited more from the intervention. This could be because the other students did not get personalized attention or were not exposed to innovative methods of teaching in school.

Flexibility

All schools must be equipped with supporting operating systems to enable students to access more devices. In certain schools, android devices hooked to TV screens are the only digital option available. Technology i.e. software must be nimble and portable to work in these varying conditions.

Measurement

Technology generates mixed reactions in academic and learning systems. Deploying credible, transparent models of assessing impact attributable to technology enabled solutions is critical for long term success.

Costs and investments

Technology providers must endeavour to price for profitability without profiteering. Existing IT capacity and available devices must be leveraged.

Content

Usually the content is available in the form of textbooks or resources on the internet. Often, additional content is supplied under the guise of technology. To truly make a difference, the innovation must be technology that utilizes content to enable effective learning and application of the content.

Change management

Teaching methods in government schools are traditional way that is chalk and talk method is being adopted by most of the teachers. In other words, migrating teachers to utilize technological resources is easier said than done. Initial investments in training, tracking and monitoring usage are important enablers for driving change.

However, they ensure adequate investments in all aspects of training. Technology means scale and thus, monitoring systems must also be digitally efficient to support massive scale programs.

Partnerships

Innovation and execution of IT in schools will require the funds not only from the government but also from private sector engagement. Policy and governance must be led by the public system. Involvement of other stakeholders' e.g. corporate social responsibility, media will also be important.