BY DAKSHITA NAITHANI
The year 2020, as we all know, will be a major change in our life. It has also demonstrated the opposite side of existence. We continued to count things for the future, and when the pandemic struck, it reminded us of how unexpected life can be; different aspects of life were affected, and working conditions were significantly altered. There was a lot of misunderstanding in the education industry about how to teach pupils, how to start lessons, and so on. However, technology was the solution to all problems.
People have used mobile phones for social interactions and pleasure in the past, but they have now evolved into a source of information, and we can say that school has come within our grasp. This situation is very similar to one of the chapters in NCERT’s English course book for class 9 called “The fun they had,” in which two children from the future (2050) got their hands on a real hardcover book from their grandfather and were amused by the idea of a real school and school building where all the children of the same age group used to study together under one roof and thought that happiness was being together with their friends. Did the pupils in this circumstance realise that this narrative would become so relevant and genuine to them? Many parents used to refuse to let their children to use cell phones, but it has now become a necessity.
Although there are always two sides to a coin, sales of smart phones soared as a result of the epidemic, since every home needed one additional one for their children to attend courses. Technology has also played a significant role in education, and how we use it can have positive or negative consequences. Phones have evolved into more than simply a means of communication; they have also become a lifeline and an indispensible component of our lives in some manner. It was a struggle for teachers to not only teach their material but also to engage with their pupils throughout these testing periods. They’ve also learned to utilise technology in a variety of ways, including not just communicating but also using various digital classrooms, boards, and audio and visual teaching and learning methods. They were not only effective in speaking with pupils, but also with their guardians, and despite the challenges, they were able to establish an emotional bond with them.
Many parents lost their jobs as a result of industry losses and were obliged to shift their children from private to government schools, but many were pleased to do so because the curriculum is on par with top institutions. The government and teachers have made it a point to link each and every kid with them. Many teachers aided their students financially as well as academically. Many teachers have also attempted to offer phones or internet connections to their kids, demonstrating that humanity bears primary responsibility in any scenario.
The desire for change in school education emerges as a result of continual changes in society on psychological, social, and economic levels. As a result, we must constantly introduce and upgrade a framework. As you can see with the current pandemic, a lot of adjustments are required both during and after the crisis. With this in mind, the Delhi government began giving curriculum-based work sheets to children of all grades, as well as training their teachers.
Teachers’ ability and efficiency have been improved via the use of webinars and online seminars on a regular basis. Regular trainings were provided to demonstrate how to use Google products to make the teaching and learning process more engaging and beneficial. The government has also launched a number of applications, such as Chalklit and Diksha, to provide a platform for various trainings and to keep instructors informed about innovative ways of teaching and learning. It was remarkable that students continued to attend courses on a regular basis, whether they were in the same city or in their village; their desire to study grew day by day, and they began to respond positively.