Showing posts with label charts. Show all posts
Showing posts with label charts. Show all posts

Sunday 5 February 2023

Gurudiksha: A Journey towards Hybrid Class and Blended Learning for Sainik School Teachers

 "Guru-Diksha: A Journey towards Hybrid Class and Blended Learning for Sainik School Teachers"

The Indian Institute of Teacher Education in Gandhinagar, Gujarat recently conducted a faculty development programme named Guru-Diksha, which was specifically designed for teachers of Sainik Schools across India. As a trainer, I was given the responsibility of making teachers proficient in live demonstrations and collaborative tools for blended learning, along with the hybrid class concept.

The programme was conducted over 9 batches throughout the year 2022, with each batch inviting a group of 80-100 teachers from different states of India. The objective was to provide teachers with the latest knowledge and skills in blended learning and hybrid class, so that they could impart quality education to their students.

The experience of serving as a trainer in Guru-Diksha was an enriching one, as I got to interact with teachers from all over India. The programme provided a platform for exchanging ideas, learning from each other, and coming up with innovative teaching strategies.

In conclusion, Guru-Diksha was a successful initiative aimed at empowering Sainik School teachers through blended learning and hybrid class. The training sessions helped to create a more interactive and engaging learning environment for students and paved the way for a bright future in education.

Session: Hybrid Class: Live Demo & Blended Learning: Collaborative Tools
Resource Person: Dilip Barad, Prof. and Head, Dept. of English, M K Bhavnagar University, Bhavnagar

In these sessions, a presentation was made on the integration of technology in education, specifically in the digital era. The session covered the importance of technology integration in education and the outcome of a survey on being a teacher in the digital era, which included the necessary tools in a teacher's tool kit. The presentation also highlighted the concept of Hybrid Classroom, Blended Learning, and their demonstration with the required technology and tools. Furthermore, the pedagogical outcomes of hybrid class and blended learning were discussed. The concept of "digital native" and the readiness of teachers for the 21st century academic scene was also touched upon, along with the tools and techniques used in digital pedagogy such as LMS/CMS, digital communication links, online assessment, and digital portfolio. The presentation concluded with the demonstration of hybrid class and blended learning with the use of various tools and technology.

Finally, the need for a digital portfolio as a learning outcome in the digital era was also emphasized in the presentation. The digital portfolio was seen as the ultimate assessment of continuous internal evaluation and term-end examinations, playing a crucial role in the pedagogical outcome of hybrid class and blended learning. The use of technology and digital tools in education was demonstrated to help students showcase their learning journey and progress in a more interactive and engaging manner. The digital portfolio was emphasized as a crucial aspect of digital pedagogy and necessary for 21st-century learners and teachers.

Explanation of the chart:

The data shows that only a small proportion of the 618 teachers surveyed have established their own digital content sharing platforms. Only 59 teachers have a personal YouTube channel, 14 have a blog, and 7 have a website. This low adoption of digital tools suggests that many teachers may not fully understand the importance and benefits of using technology in their teaching practices.

The limited number of teachers with personal digital content sharing platforms implies that there is a need for increased professional development opportunities for teachers to develop their knowledge and skills in using technology for educational purposes. Such professional development could help teachers to create their own digital content and share it with their students in a more effective and engaging way.

In conclusion, the data highlights a significant gap in the use of digital tools by teachers. To ensure that teachers are able to effectively integrate technology into their teaching, it is crucial to provide them with opportunities to learn about the use of digital tools in pedagogy.

Inferences from about explanation:

It is not necessary for teachers in the 21st century to have their own video sharing channel and content sharing platform, but it can be beneficial. Having a presence on these platforms can provide teachers with an additional means of reaching and engaging with students and can also help to showcase their expertise and experience. However, it is important to note that not all teachers have the skills or resources to create and maintain these types of channels and platforms, and other methods of teaching and communication, such as in-person instruction or email, can still be effective. Ultimately, the tools a teacher uses will depend on their individual teaching style, their students' needs, and their school or organization's resources and policies.

In today's digital world, it is important for teachers to have a basic understanding of technology and its applications in education. Some of the key skills and competencies that teachers should aim to develop include:

Digital literacy: the ability to effectively use and navigate technology, including computer software, educational technology tools, and the internet.

Media and information literacy: the ability to critically evaluate and effectively use information from a variety of sources, including digital media.

Technology integration: the ability to effectively integrate technology into the curriculum and use it to support student learning.

Collaboration and communication: the ability to effectively communicate and collaborate with others using technology, including students, colleagues, and parents.

Data literacy: the ability to collect, analyze, and interpret data to inform instructional decision-making and evaluate student learning.

These skills can be developed through professional development opportunities, workshops, and online courses. Additionally, incorporating technology into the classroom and modeling its use for students can also help teachers develop these skills while supporting student learning.

Important observations:
Creating and sharing video resources and maintaining a blog or website can demonstrate a high level of digital literacy and technology competency for a teacher. However, it is important to note that these skills are not the only indicators of a teacher's technology proficiency. Other factors, such as the effective integration of technology in the classroom to support student learning, the ability to critically evaluate and use digital media and information, and the ability to collaborate and communicate with others using technology, also play important roles in determining a teacher's level of technology competency.

Moreover, it is also important to remember that not all teachers may have the skills or resources to create and maintain a YouTube channel or a website, and having these tools alone does not guarantee that a teacher is highly proficient in using technology to support student learning. The most important factor is how the teacher uses technology to enhance student learning and achieve educational goals.

Analysis of Survey Outcome:

I had the chance to get to know the teachers of Sainik School during the '2022 training year'. This was achieved through a survey conducted while preparing for session presentations. Out of the 850 teachers trained in 9 batches, 618 provided responses. The survey results are presented in various charts, with a breakdown and analysis of the outcomes shown below each chart.

The chart suggests that a significant number of teachers (90%) are using some form of an LMS, which requires a certain level of digital literacy and competence. The fact that 68% are using Google Classroom specifically could indicate that these teachers have a good understanding of how to use this specific platform. However, it's important to note that the data only provides information on teachers' use of LMS platforms and doesn't give a comprehensive picture of their overall digital skills and literacy.

The chart shows the usage of video conferencing tools by teachers during the COVID-19 lockdown and after normalcy has resumed. During the lockdown, almost all teachers used some form of video conferencing tool. After normalcy, however, a smaller proportion continued to use these tools.

The chart breaks down the usage of specific video conferencing tools, with 51% of teachers using Google Meet, 18% using MS Teams, 16% using Zoom, and the remaining using other platforms such as WebEx and Skype. This data suggests that a majority of teachers preferred to use Google Meet for video conferencing, followed by MS Teams and Zoom.
It's worth noting that this data only provides a snapshot of the usage of video conferencing tools by teachers and doesn't give a comprehensive picture of the reasons behind their usage or the challenges they may have faced while using these tools.

From this chart, we can infer the following:
Teachers widely used digital platforms to share course content, schedules of online sessions, and links to online tests.

WhatsApp was the most popular choice among teachers for sharing digital content, followed by Google Drive.

Other platforms such as Google Groups, individual emails, MS One Drive, Drop Box, LMS platforms, and websites were also used by a significant proportion of teachers.

This data suggests that teachers are embracing digital tools to facilitate the delivery of their courses and to keep students engaged and informed. However, it's important to note that this data only provides a snapshot of the usage of these digital platforms by teachers and doesn't give a comprehensive picture of their overall digital proficiency or the challenges they may have faced while using these tools.

From this chart, we can infer the following:

The majority of teachers (almost all) used some form of digital means to conduct online tests, indicating their digital skills and proficiency in using digital modes for testing or assessment.

The most widely used digital tool for conducting online tests was Google Form-Quiz, with 92% of teachers opting for this platform.

The remaining teachers used a variety of other web tools for conducting online tests.

This data suggests that the majority of teachers have a good understanding of how to use Google Form-Quiz, and are effectively using digital tools to conduct online assessments. It's crucial to keep in mind that this information only offers a brief glimpse into how teachers are utilizing these digital tools for online testing. It does not provide a complete understanding of their overall digital competency or the difficulties they may have encountered when utilizing these tools.

From this chart, we can infer the following:

The majority of teachers (91%) are not aware of the Open Broadcaster Software (OBS), and 94% are not aware of the app Droid Cam.

Awareness of these digital tools is seen as an indicator of teachers' proficiency in digital skills and their ability to effectively engage students in online, hybrid, blended, or flipped classrooms.

The fact that more than 90% of teachers are not aware of these tools is a cause for concern, as it suggests that a significant proportion of teachers are not equipped to teach in an online or hybrid environment.

This highlights the need for ongoing professional development and training for teachers to ensure they have the necessary digital skills and competencies to support student learning in the digital age.

Overall, the data implies that while most teachers are using digital tools for various aspects of teaching and learning, they may not have a full understanding of the potential of these tools and how to use them effectively. This raises concerns about the quality of education provided in online or hybrid environments.

The Digital Portfolios can be a very useful assessment tool for several reasons:

Comprehensive view of learning and growth: Digital portfolios provide a comprehensive view of students' learning and growth over time. It allows teachers to see how students are progressing and what areas they need to improve in.

Authentic and meaningful assessment: Digital portfolios offer a more authentic and meaningful assessment of students' knowledge and skills. They provide a platform for students to showcase their work and reflect on their learning process, which can provide deeper insights into their understanding of the subject.

Multimedia-rich: Digital portfolios can include a variety of multimedia resources, such as videos, audio recordings, images, and documents. This can provide a more engaging and interactive assessment experience for students.

Easy to share: Digital portfolios can be easily shared with teachers, classmates, parents, and other stakeholders, making it a convenient tool for communication and collaboration.

However, it's important to note that the effectiveness of digital portfolios as an assessment tool depends on the way they are implemented and used. Teachers need to have a clear understanding of their potential benefits, as well as the necessary skills and resources to create and use them effectively.
From the about chart on ‘Awareness about digital portfolio’, we can infer the following:

The majority of teachers (85%) are not aware of digital portfolios and their potential as an assessment tool.

Despite the potential benefits of digital portfolios, there is a significant lack of awareness and understanding of its use among teachers.

None of the teachers who are aware of digital portfolios use it as an assessment tool.

This highlights a need for education institutes to invest in teacher training and professional development programs that focus on digital portfolio creation and assessment.

This will not only increase teachers' awareness and understanding of digital portfolios, but also provide students with a more meaningful and authentic assessment of their learning and progress.

Overall, the data suggests that while digital portfolios have the potential to provide a comprehensive view of students' learning and growth, there is a significant gap in teachers' awareness and understanding of their use, and a lack of implementation as an assessment tool in educational institutes.
Here is a summary of the discussion:

In the data provided, it was found that almost 90% of teachers used Learning Management Systems (LMS) and 68% used Google Classroom. This reflects that a large majority of teachers are proficient in using digital tools for conducting classes.

Another chart showed that most teachers used video conferencing tools during the Covid-19 lockdown, with 51% using Google Meet and 18% using MS Teams. This shows that teachers were able to quickly adapt to online teaching during the lockdown.

The data also showed that most teachers shared course content and online test links through digital platforms like WhatsApp and Google Drive. This reflects the teachers' digital literacy and their ability to use technology for teaching purposes.

Another data point showed that almost all teachers used digital tools for online testing, with 92% using Google Forms-Quiz. This demonstrates the teachers' proficiency in using technology for assessment purposes.

On the other hand, the data also showed that a significant majority (91% and 94%) of teachers were not aware of tools like Open Broadcaster Software (OBS) and Droid Cam, which could potentially be useful for online and hybrid teaching.

Finally, the data showed that 85% of teachers were not aware of digital portfolios, and none of them used it as an assessment tool. This suggests a lack of understanding and implementation of digital portfolios as an assessment tool in educational institutes.

Overall, the data reflects that while teachers have been able to adapt to using digital tools for teaching and assessment purposes, there is still a need for improvement in their understanding and use of certain tools and technologies, particularly those related to hybrid classroom, blended teaching practice and digital portfolios.