TECHNOLOGY_INTEGRATION_DIGITAL_INDIA_BED
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Technology in education is a journey and not a destination and capacity will be needed to orchestrate the various ecosystem players to implement policy objectives. Creating A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content and capacity building to look after the e-education needs of both school and higher education.
TECHNOLOGY_INTEGRATION_DIGITAL_INDIA_BED
- 1. TECHNOLOGY USE AND INTEGRATION India is a global leader in ICT. The Digital India Campaign is helping to transform the entire nation into a digitally empowered society and knowledge economy. While education will play a critical role in this transformation, technology itself will play an important role in the improvement of educational processes and outcomes; Thus, the relationship between technology and education at all levels is bi-directional.
- 2. Artificial Intelligence Machine Learning Block Chains Smart Boards Handheld Computing Devices Adaptive Computer Testing Educational Software & Hardware New Technologies Define the new way of learning
- 3. However, to achieve this we need to require extensive research both on the technological as well as educational fronts. Use and integration of technology to improve multiple aspects of education will be supported and adopted. An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration, and so on, both for school and higher education. NETF
- 4. NETF: FUNCTIONS provide independent evidence-based advice to Central and State Government agencies on technology-based interventions; a) build intellectual and institutional capacities in educational technology; b) envision strategic thrust areas in this domain; and c) articulate new directions for research and innovation.
- 5. NETF NETF maintains a regular inflow of authentic data from multiple sources including educational technology innovators and practitioners and will engage with a diverse set of researchers to analyze the data. The NETF will organize multiple regional and national conferences, workshops, etc. to solicit inputs from national and international educational technology researchers, entrepreneurs, and practitioners.
- 6. teaching-learning and evaluation processes teacher preparation and professional development enhancing educational access streamlining educational planning, management, and administration processes related to admissions, attendance, assessments Technological interventions will improve
- 7. A rich variety of educational software will be developed. All such software will be available in all major Indian languages and will be accessible to a wide range of users including students in remote areas and Divyang students. Teaching-learning e-content will continue to be developed by all States in all regional languages, as well as by the NCERT, CIET, CBSE, NIOS, and other bodies/institutions, and will be uploaded onto the DIKSHA platform. This platform may also be utilized for Teacher’s Professional Development through e-content. Suitable equipment will be made available to teachers at schools so that teachers can suitably integrate e-contents into teaching-learning practices. Technology-based education platforms, such as DIKSHA/SWAYAM, will be better integrated across school and higher education, and will include ratings/reviews by users, so as to enable content developers create user friendly and qualitative content. RESOURCES
- 8. Disruptive technology -Artificial Intelligence (AI) 3D/7D Virtual Reality - has emerged. As the cost of AI-based prediction falls, AI will be able to match or outperform and, therefore, be a valuable aid to even skilled professionals such as doctors in certain predictive tasks. AI's disruptive potential in the workplace is clear, and the education system must be poised to respond quickly. One of the permanent tasks of the NETF will be to categorize emergent technologies based on their potential and estimated timeframe for disruption, and to periodically present this analysis to MHRD. Based on these inputs, MHRD will formally identify those technologies whose emergence demands responses from the education system. Disruptive Technology A new technology that completely changes the way things are done.
- 9. In the context of AI, National Research Foundation (NRF) may consider a three-pronged approach: a) advancing core AI research, b) developing and deploying application-based research, and c) advancing international research efforts to address global challenges in areas such as healthcare, agriculture, and climate change using AI.
- 10. HIGHER EDUCATIONAL INSTITUTIONS HEIs will play an active role in conducting research on disruptive technologies, in creating initial versions of instructional materials and courses including online courses. Once the technology has attained a level of maturity, HEIs with thousands of students will be ideally placed to scale these teaching and skilling efforts, which will include targeted training for job readiness. Institutions will have autonomy to approve institutional and non-institutional partners to deliver such training, which will be integrated with skills and higher education frameworks.
- 11. Universities will offer Ph.D. and Masters programmes in core areas such as – i. Machine Learning ii. Multidisciplinary fields “AI + X” and iii. Professional areas like health care, agriculture, and law. iv. develop and disseminate courses in these areas via platforms, such as SWAYAM.
- 12. For rapid adoption, HEIs may blend these online courses with traditional teaching in undergraduate and vocational programmes. HEIs may also offer targeted training in low-expertise tasks for supporting the AI value chain such as data annotation, image classification, and speech transcription. In school, the study of current affairs and ethical issues will include a discussion on disruptive technologies identified by NETF/MHRD. Appropriate instructional and discussion materials will also be prepared for continuing education.
- 13. Data is a key fuel for AI-based technologies, and it is critical to raise awareness on issues of privacy, laws, and standards associated with data handling and data protection, etc. It is also necessary to highlight ethical issues surrounding the development and deployment of AI-based technologies. Education will play a key role in these awareness raising efforts. Other disruptive technologies that are expected to change the way we live, and, therefore, change the way we educate students, include those relating to clean and renewable energy, water conservation, sustainable farming, environmental preservation, and other green initiatives; These will also receive prioritized attention in education.
- 14. ONLINE AND DIGITAL EDUCATION: ENSURING EQUITABLE USE OF TECHNOLOGY The recent rise in epidemics and pandemics necessitates that we are ready with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible. In this regard, the National Education Policy 2020 recognizes the importance of leveraging the advantages of technology while acknowledging its potential risks and dangers. It calls for carefully designed and appropriately scaled pilot studies to determine how the benefits of online/digital education can be reaped while addressing or mitigating the downsides. In the meantime, the existing digital platforms and ongoing ICT-based educational initiatives must be optimized and expanded to meet the current and future challenges in providing quality education for all.
- 15. However, the benefits of online/digital education cannot be leveraged unless the digital divide is eliminated through concerted efforts, such as the Digital India campaign and the availability of affordable computing devices. It is important that the use of technology for online and digital education adequately addresses concerns of equity. Teachers require suitable training to be effective online educators. It cannot be assumed that a good teacher in a traditional classroom will automatically be a good teacher in an online classroom. DIGITAL INDIA
- 16. TRANSFORMING APPROACHES Aside from changes required in pedagogy, online assessments also require a different approach. There are numerous challenges to conducting online examinations at scale, such as – i. limitations on the types of questions ii. handling network and power disruptions, and iii. preventing unethical practices.
- 17. Certain types of courses/subjects, such as performing arts and science practical have limitations in the online/digital education space, which can be overcome to a partial extent with innovative measures. Further, unless online education is blended with experiential and activity-based learning, it will tend to become a screen-based education with limited focus on the social, affective and psychomotor dimensions of learning. To use technology effectively for teaching-learning at all levels from school to higher education, this Policy recommends the following key initiatives:
- 18. A) PILOT STUDIES FOR ONLINE EDUCATION Appropriate agencies, such as the NETF, CIET, NIOS, IGNOU, IITs, NITs, etc. will be identified to conduct a series of pilot studies, in parallel, to evaluate the benefits of integrating education with online education while mitigating the downsides and also to study related areas, such as, student device addiction, most preferred format of e- content, etc. The results of these pilot studies will be publicly communicated and used for continuous improvement.
- 19. There is a need to invest in creation of open, interoperable, evolvable, public digital infrastructure in the education sector that can be used by multiple platforms to solve India’s scale, diversity, complexity and device penetration. This will ensure that the technology-based solutions do not become outdated with the rapid advances in technology. b) Digital infrastructure:
- 20. DIGITALTOOLS AND PLATFORMS C) Online teaching platform and tools: Appropriate existing e-learning platforms such as SWAYAM, DIKSHA, will be extended to provide teachers with a structured, user-friendly, rich set of assistive tools for monitoring progress of learners. Tools, such as, two-way video and two-way-audio interface for holding online classes are a real necessity as the present pandemic has shown. d) Content creation, digital repository, and dissemination: A digital repository of content including creation of coursework, Learning Games & Simulations, Augmented Reality and Virtual Reality will be developed, with a clear public system for ratings by users on effectiveness and quality. For fun based learning students’ appropriate tools like apps, gamification of Indian art and culture, in multiple languages, with clear operating instructions will also be created.
- 21. Given the fact that there still persists a substantial section of the population whose digital access is highly limited, the existing mass media, such as television, radio, and community radio will be extensively used for telecast and broadcasts. Such educational programmes will be made available 24/7 in different languages to cater to the varying needs of the student population. f) Virtual Labs: Existing e-learning platforms such as DIKSHA, SWAYAM and SWAYAMPRABHA will also be leveraged for creating virtual labs so that all students have equal access to quality practical and hands-on experiment-based learning experiences. The possibility of providing adequate access to SEDG students and teachers through suitable digital devices, such as tablets with pre-loaded content, will be considered and developed. g) Training and incentives for teachers: Teachers will undergo rigorous training in learner-centric pedagogy and on how to become high-quality online content creators themselves using online teaching platforms and tools. Addressing the digital divide
- 22. h) Online assessment and examinations: Appropriate bodies, such as the proposed National Assessment Centre or PARAKH, School Boards, NTA, and other identified bodies will design and implement assessment frameworks encompassing design of competencies, portfolio, rubrics, standardized assessments, and assessment analytics. Studies will be undertaken to pilot new ways of assessment using education technologies focusing on 21st century skills. i) Blended models of learning: While promoting digital learning and education, the importance of face-to- face in-person learning is fully recognized. Accordingly, different effective models of blended learning will be identified for appropriate replication for different subjects. j) Laying down standards: As research on online/digital education emerges, NETF and other appropriate bodies shall set up standards of content, technology, and pedagogy for online/digital teaching-learning. These standards will help to formulate guidelines for e-learning by States, Boards, schools and school complexes, HEIs, etc.
- 23. i. Technology in education is a journey and not a destination and capacity will be needed to orchestrate the various ecosystem players to implement policy objectives. ii. Creating A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content and capacity building to look after the e-education needs of both school and higher education. Building World Class, Digital Infrastructure, Educational Digital Content and Capacity
- 24. HIGH QUALITY E-LEARNING i. Since technology is rapidly evolving, and needs specialists to deliver high quality e-learning, a vibrant ecosystem has to be encouraged to create solutions that not only solve India’s challenges of scale, diversity, equity, but also evolve in keeping with the rapid changes in technology, whose half- life reduces with each passing year. ii. This centre will, therefore, consist of experts drawn from the field of administration, education, educational technology, digital pedagogy and assessment, e-governance, etc.