There are several ways to define education. However, a common meaning would be as the Cambridge Dictionary defines it, that education ‘is the process of teaching or learning, especially in school or college, or the knowledge that you get from this’. The purpose of education is many – from knowledge production to producing knowledgeable learners, fostering rational thinking, and curiosity, developing skills, and building character. Education is a process to civilize students which goes on to become the bedrock of a healthy society and civilization. In the modern day, the importance of education to build a strong and healthy nation is not lost on anyone. The philosophy of education and along with it the methods to impart education have been evolving. Presently, the use of technology has taken centre stage as a medium to enhance not just education itself but also to integrate diverse knowledge systems and increase access to learners from diverse social classes, cultures and students facing multiple disadvantages. While access and inclusive education have been cornerstones for the state in India, greater use of technology to enhance accessibility has been new. Of late, the use of Information and Communication Technology (ICT) in education has been given a push by governments as well as all agencies promoting education. The National Education Policy, 2020 has also emphasized the use of technology and its integration in teaching and learning.
           Additionally, the education milieu is changing rapidly in the post-pandemic era. Considering the demands of the COVID-19-induced changes, educational institutions all over Assam have had to rapidly change their modus operandi which has had a tremendous impact on the teachers as well as the learners. For instance, using mobile phones, especially smartphones, has become a norm in teacher-student communication as well as teaching, and learning. Notices are communicated through web portals and WhatsApp while classroom lectures and class notes are being disseminated through Google Classrooms, digital libraries, and other e-learning media and channels. The teaching community has had to incorporate and quickly adapt to new and upcoming teaching and learning methods. The state government has also made many necessary interventions so that educational institutions in the state keep abreast of the changes at the national and international levels. In the meantime, equal access to education across all sections of society has been a goal and challenge for the government at the state and national levels. Thus, it becomes very pertinent that while we work towards the incorporation of new and innovative tools and techniques of pedagogy, we also do not lose sight of making these tools and techniques inclusive and accessible to students across all sections of society, especially the socially and economically marginalized. This essay looks at the methods and tools of teaching and learning that have come up at the global level in the last few decades. It will also attempt to broadly analyze the prospects that learners can avail themselves of in the context of global digital learning while also looking into the challenges that the changes bring for learners especially the marginalized thus hindering inclusivity in education.

Teaching-Learning Methods: Evolution and Breakthroughs

             That the process of teaching and learning has gone through different phases through the course of mankind’s history, needs little iteration. From antiquity, the Socratic method in pedagogy is one of the foremost which is largely relevant even today and is the basis of developing critical thought and thinking. The method involves thought-provoking dialogue between the teacher and the student and is aimed at scrutiny of commonly held beliefs, investigating topics and definitions, and promoting further research and analysis. In ancient India, Buddhism had a tradition of dialectics and verbal instruction which had also become institutionalized as observed in the traditions of Nalanda University.
In the modern era, with the burgeoning notion of compulsory education for all and not just for elites or monks, formal education through an organized schooling system came to be a norm and very soon a right. The invention of the printing press and the mass production of books led to the emergence of many schools. In France, during the French Revolution, a new national system of education was taking root with Rousseau’s Emile serving as a framework. New and standardized curricula were being developed which emphasized the ideals of the Renaissance and Enlightenment such as humanism and human potential. During these times, the didactic teaching method whereby classroom lectures and rote learning were emphasized, became a norm. One criticism of the didactic method was that it gave too much power to the teacher and the students were turned into passive absorbers of knowledge. Thinkers like John Dewey emphasized a progressive mode of education where teaching methods would be more democratic and participatory. He advocated experiential learning, critical thinking, and student engagement rather than the traditional didactic method. However, despite criticism, the didactic method continued to be practised and is prevalent even today. All the same, progressive ideas in teaching and learning methods could not be halted. Practices such as active and collaborative learning, personalized learning, experiential learning, flipped classrooms, remote learning and most importantly, technological integration to enhance the aforementioned teaching-learning practices have become standard norms in contemporary pedagogy.

Diversity and Inclusion in Education

           In the modern era, John Dewey, Rousseau, Paulo Freire’s seminal works have shaped pedagogy as well as the necessity of making education accessible. The curriculum’s inclusivity has also been emphasised. In India, schools imparting Western education with modern values had been initiated under British rule during the 19th century. Several social reformers all over India such as Jotiba Phule, Savitribai Phule, Ram Mohan Roy pushed for schools and higher education institutions for the marginalized of India such as the lower castes, and women. In 1951, the literacy rate in India was a dismal 18%. In public-run educational institutions, provisions were made for affirmative action such as reserved seats for Scheduled Tribes/Scheduled Castes in the Constitution of India since 1950. In 1990, following Mandal Commission recommendations the Other Backward Classes (OBCs) also were included in the affirmative action policy in the education institutes. Affirmative action has increased the representation of the socially marginalized in the educational arena. In 2009, with the passage of the Right of Children to Free and Compulsory Education Act, 2009 free and compulsory education was provided to children between the ages of 6 to 14. Besides these, the government of India and state governments create their own set of policies to further access to education in the form of incentives and support such as scholarships, freeships, financial grants, and the distribution of rewards to meritorious students. In 2011 the literacy rate in India rose to 73%, from 18% at the time of independence. However, equal access to higher education remains a challenge. Universal access to quality education, technological, vocational and skill-based education is also seen to be unsatisfactory. The rise of private schools especially in urban areas has also created a class divide in the access to quality education.

Technology and Changing Trends in Education

              The integration of technology in education in the last few years has been far-reaching. Technology has expanded the possibilities of teaching and learning. EdTech is the buzzword when it comes to educational scenarios at the global level. EdTech, short for educational technology, is the integration of information and communication technology (ICT) to make learning more effective, individualized and inclusive. The World Bank, the largest financier of education in developing countries has developed strategies in collaboration with governments and other organisations to promote ICT-based education worldwide. According to a joint UNESCO-UNICEF-WB survey (2021) during the Covid-19 pandemic and subsequent lockdown, national governments had to restrategize the delivery of smooth education on account of school closures. The first remedy for the continuation of education was remote learning methods with paper-based take-home study materials to broadcast media and digital platforms. Digital learning with adequate government policies and resource employment was also stressed. This also meant recruitment and proper training of teachers and instructors in digital skills and pedagogies of digital learning. In India Edtech companies have mushroomed especially during and after the pandemic which provide courses for teachers as well as students, online studying, tutoring through remote and online learning. The Government of India is also not far behind in terms of promoting educational technology in the formal education sector. The Digital India Campaign launched in 2015 emphasised rapid development in the electronic and technological infrastructure and use. This initiative had a massive impact on the education sector. The National Education Policy (NEP), 2020 states that education will play an important role in aiding technological transformation in the country. The relationship between education and technology thereby becomes bi-directional wherein both aid and abet each other’s progress. The major benefit as promoted by proponents of technological expansion in education is its potential to resolve the problem of access and inclusion of diverse groups despite social and economic backwardness.

Recent Technological Interventions and Challenges

               An increasing number of new technological tools and teaching aids are now available to teachers and educators. For instance, green and regular whiteboards are being replaced by interactive whiteboards. The interactive whiteboards are big wall-mounted touchscreen computers which also translate cursive writing to text. Additionally, these texts or class notes can be saved as well in the interactive whiteboards. These boards can make learning and retention of lessons easier as they use audio-visual mediums for classroom instruction. The scope is large, and it depends on the instructor to make full use of this tool. Virtual Reality (VR)and Augmented Reality(AR) are other tools which can be used to create immersive learning environments in which students can engage with virtual simulations of 3D representations of real-world, making the learning experience more engaging and dynamic (Choi,2022). According to scholars VR and AR may be used to simulate field excursions, create collaborative learning environments as well as experiential learning sessions. They are also to aid in learning languages through an immersive environment. With the youth today greatly engaged in video games, it is no surprise that the element of gaming has also entered the education sector in the form of gamification. In hindsight, quizzing has existed as a form of teaching and learning with elements of gaming, although it remained an extracurricular activity in general. However, the current understanding of gamification involves bringing the elements of challenges, goals, rewards, and competitions directly to the curriculum and its instruction. In terms of organized grading and assessment of student tools like Google Classroom whose usage increased greatly during the pandemic, is another technological intervention. Google Classroom which integrates an array of Google tools such as Docs, Meet, Drive, Slides, Mail etc helps remote learning with a personalized assessment system. Besides, there are a plethora of tools which have emerged such as Artificial Intelligence (AI) which can assist teachers and students alike through continuous engagement in creating a personalized learning environment with suggestions for improvement. These tools have changed the understanding and practice of pedagogy in the present scenario. Technological push has given new life to adaptive, collaborative as well as personalized learning. Learning does not begin and stop in the classroom. With methods such as flipped classroom students can now learn at home through online classes, collaborative project works and online discussions combined with classroom learning and assessment.
In 2017 Government of India launched the Study Webs of Active Learning for Young Aspiring Minds(SWAYAM), which is a free open online course platform. The courses are coordinated by national statutory bodies such as NCERT, NPTEL, UGC, AICTE etc. Courses are imparted by academics from premier institutes and universities of the country. Besides, the N-List, National Digital Library, Abhilekh Patal, Shodhganga, Shodhsindhu, and Shodhgangotri have made digital information, resources and learning accessible to all. Testing is also becoming increasingly technology-based with the founding of the National Testing Agency (NTA) in 2017 which conducts more and more entrance examinations with each passing year. It is understood that very soon, all examinations and assessments will become technology-oriented with greater emphasis on self-assessment. Government of India initiatives such as SWAYAM-Prabha, e-Pathshala, DIKSHA, NROER are all different portals, apps and DTH services which attempt to deliver online and remote learning to students as well as teachers. Teachers’ training have also of late become more and more based on learning and application of technological tools such as AI, ICT-based assessment, ICT based lesson and course plans etc. The UGC’s Madan Mohan Malviya Teacher Training Programme is imparting orientation and training to faculty members across the country through online mode.
                 The increasing technological applications in pedagogy with overall increased digital expansion have made greater strides in making education accessible; improving learning, understanding and participation thereby leading to a more democratic and hence inclusive educational environment. That being said, it might be safe to discuss the challenges with rapid technological usage especially in relation to access for marginalized sections. Firstly, ‘technological determinism’ is fraught with problems and one to be wary of as technology alone may not be the panacea for inclusive and accessible education. The technological and digital divide is still writ large as a primary hindrance to universal access to quality education. Low-income families, and first-generation learners have lesser means and access to technological interventions. Remote and online learning also doesn’t take into account that students may not have a conducive educational environment besides regular classrooms. Additionally, rural and interior areas in the country lacking basic amenities have no opportunity to access any of the technological tools or teaching methods that have become a mainstay in the urban areas and the privileged sections of society. Furthermore, as Paulo Freire has noted, education is to be an engagement among the teacher, student and society. In teaching methods with technology emphasis, these relationships and engagements come to be mediated by an artificial medium which can lead to a dehumanization of the teaching-learning process. In the effort to reduce teacher’s hegemony in the classroom, one should not lose sight of the importance of teacher-student engagement in learning for both parties. The loss of relationship between a teacher and learner is unsound and could lead to disastrous effects. Mechanical interventions may also lead to a learner losing touch with the dynamics of the human society which brings us to the central question of the purpose of education itself. Education in its inception itself went hand in hand with the development of human society and was not a personalised goal of individual achievement. Additionally, amidst changing pedagogical norms one should also keep in mind that the curricula also have to be inclusive without hampering the quality. This has proved to be a challenge as even recent trends show that the percentage of marginalized sections and diversity in institutionalized knowledge production are still dismal despite affirmative action. Non-inclusive curriculum furthers hegemonic control of the ruling elite and dissemination of an elitist societal norms, language, culture and history which leads to greater disadvantage of the marginalized in the education sector.

Conclusion

              In conclusion, it can be said that the arrival of massive technological inputs in education has brought greater opportunities for access and equitable distribution of quality education. There might, however, be great gaps between the intent and the outcome. In the face of a rapidly changing teaching and learning environment, studies and research have become an utmost necessity, especially ones conducted by academic professionals to understand the far-reaching effects of these changes. The studies also need to focus on the sections of society least benefitted, infact adversely affected by these technological interventions. Only sound studies with local context leading to informed policy decisions will lead to meaningful use of technology in the educational arena.

References:

• Choi E. (2022). A paradigm shift in beauty education in response to the digital transformation era -based on analysis of trends in the cosmetics and beauty industry. Journal of the Korean Society of Cosmetology, 28(4), 675–688. https://doi.org/10.52660/jksc.2022.28.4.675
• Smiderle, R., Rigo, S.J., Marques, L.B. et al. The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learn. Environ. 7, 3 (2020). https://doi.org/10.1186/s40561-019-0098-x
• UNESCO, UNICEF, The World Bank, and OECD. (2021). What’s Next? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the Covid-19 Pandemic.

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• Siegel, Harvey, D.C. Phillips, and Eamonn Callan. (Winter 2018 Edition) Philosophy of Education. The Stanford Encyclopedia of Philosophy. Edward N. Zalta (ed.) https://plato.stanford.edu/archives/win2018/entries/education-philosophy