Generative AI has become an indispensable part of my life now. Thinking from waking up to sleeping, it fits in our life in such a way that we become so dependent on it. As an Educator at BYJU’s, I have experience of using various AI tools like copilot, chatGPT to craft my insights for our educational website. With these AI tools I have solved various challenges in the education sector like reducing the cost of textbooks which were not affordable by people or making education easily accessible for all which was a barrier in learning for students. I have witnessed the power of technology in providing high quality education and making it accessible for all. AI plays an essential role in fostering inclusive education by promoting personalized learning and providing equal access for underserved communities. AI has helped me alot to identify the sensitive issues like girl education and reinforcing equitable education by considering the societal needs of individuals. Also, AI  was successful in providing real time solutions for various challenges which came in our way to promote inclusive education. 

AI has become an important part of my personal life. I am using various health related AI tools to monitor my healthy lifestyle and it motivates me to achieve fitness goals. Apart from health, these AI tools have been very supportive in performing my hobbies like exploring new things and photography. I get inspired from the ideas AI provides and these unique ideas help me to engage more in my hobbies. 

If I think about the benefits of AI then I would say it organizes our tasks and enhances creativity and efficiency. AI helps me to think critically and solves many problems of mine. However, there are some disadvantages like we are getting over relied on AI for even simple work day by day. Additionally, I am concerned about my personal data whether it is safe or not. 

Despite challenges, I believe AI has a bright future and has the potential to transform the different sectors like healthcare, education or entertainment. AI is incredibly responsible in making my journey interesting and full of experiences.

Our Reflection

Our journey about Educational Technology EC&I 833 have been a transformative experience from enhancing our understanding about EDTech to exploring new approaches of integrating digital tools in the classroom. We understand how Educational Technology has evolved from chalkboards to AI and coding and how this advancement has prioritized societal needs. As Tony Bates said Technology has reached rural areas where schools can’t reach. However, we would agree with the Neil Postman perspective about how technology comes with trade offs like Google workplace encourages collaboration but it raises a crucial concern about equity and privacy. Additionally, we discussed the important learning theories like behaviorism, collaboration and constructivism that guides us to integrate various tools like Kahoot, google docs  to foster active learning and engagement among students. Through this course, evolution from Web 1.0 to Web 3.0 was an impact topic to realize the drastic transition and experiencing AI driven learning. This transition has inspired us to think critically about how we can integrate useful tools to experience personalized learning in our classroom while considering diverse needs of our students. The topic Assistive technologies have highlighted the concept of inclusivity and how we can take care of diverse needs in our classroom. We invite you all to watch our summary of Learning video as it reflects our journey of personal experiences, insights and vision about Educational Technology.

Coding and makerspaces in the classroom act as a gamer-changer in the education system by providing immense opportunities to students to explore, create and engage significantly. Makerspaces provide a platform to students to develop 21st century skills and polish themselves to deal with real world challenges. Having worked in the education field I have observed how such approaches like makerspace and coding have totally transformed the teaching and learning. 

Coding and makerspaces have the ability to develop skills like creativity and critical thinking in  students. These strategies motivate students to think logically while solving any problem and find structured and meaningful solutions. Coding helps the students to show their creativity and build apps or games while the makerspaces helps the students to understand tactile learning where they can design or experience and brings their theatrical understanding to life. As an Educator, I always encouraged my students to be active creators or problem solvers of their life. This encouragement not only boosts their confidence and resilience but also helps them to unlock the hidden potential in them.

Who Benefits or Who Left Behind?

In my perspective, every student benefits from the coding or makerspace but the only challenge is the equitable access to the technology or resources provided. Students who belong to well resourced schools have better chances to engage with such initiatives. However, the students who belong to the remote areas and studied in underfunded schools have less exposure to reliable technology and this results in the digital divide. Moreover, every student has diverse learning styles, this demands for a tailored support and inclusion strategies so that all students equally participate in the classroom. 

 Challenges in Implementing makerspaces /coding in classroom 

There are numerous challenges in order to implement makerspace or coding in actual practice. Firstly, the major issue is the lack of funding from the government for the required resources like computers or even to build a room for executing makerspaces strategy in the schools. Secondly, the teachers are not properly trained and unaware about how to integrate these approaches into their teaching pedagogy. Reflecting on my teaching journey, I have witnessed the real benefits of incorporating the coding and makerspace in the classroom. I have met a number of talented students who have designed apps addressing local problems like waste management or mental health awareness. These modern strategies have made learning more exciting and instilled a sense of accomplishment in students. 

Should Only “Techies” Teach These Skills?

I strongly disagree with this thought that only “techies” should teach coding or makerspaces. The only thing which matters the most is the eagerness to learn and have a growth mindset both in the teachers and students and also a right support and training by the organization to empower the educator with confidence to teach such skills. Whether you are a pro in technology or just a beginner in your teaching journey, the key to success is to believe in yourself and take the first step forward and create an innovative and creative environment for your students to thrive.  

Knowledge gained from : https://www.trceducation.com/stem-robotics-coding-and-maker-spaces

Assistive technology has a significant impact in transforming my teaching methodology. When I was working with the Pravah Organisation in New Delhi, India, and the National Trust for the Welfare of People with Autism, Cerebral Palsy, Mental Retardation, and Multiple Disabilities, I was deeply involved in creating awareness among people about the importance of inclusive education and integrating it with the assistive technology. I was pretty sure that this would definitely change the lives of the individuals with disabilities and would lead to a more equitable community. While moving forward in my journey, I faced a few challenges and experiences which I would like to address.

When I was working with Pravah Organisation on various community engagement projects, I realized that a significant barrier in adopting assistive technology is people have lack of awareness. Many families were not aware about the tools that are available to enhance mobility, communication, or learning for individuals with disabilities. Additionally, people face societal stigma in using these technologies very openly. While working our motto was to make everyone aware by demonstrating the value of AT in fostering independence. Secondly, there are many assistive tools which are economically not affordable which is a major disadvantage for lower income communities. I encountered various families who want to use special communication devices for their autistic child but they cannot because of its high cost. This encompasses the need for affordable devices which are available for everyone. Even I met those parents who anyhow purchased the Assistive device like an adaptable wheelchair for their children but struggled with its maintenance and its operation.

In my opinion, Assistive devices should be customized according to the needs of the individuals as we know that disabilities are unique so we cannot follow one size fits all strategy here. Moreover, many assistive technologies run on electricity or internet connectivity but the rural areas lack these. I think the government should initiate projects or schemes which design unique AI that functions in a low resource environment. Lastly, the major challenge while dealing with the assistive technology was cultural and social attitudes towards disabled people using these digital devices. In our society, people feel hesitated to adopt useful assistive technology in their day to day life due to the fear of judgment. In my perspective, the open communication and organizing campaigns and workshops would change the mindset of the community. 

Many people believe that assessment is just merely a spreadsheet of scores which defines the final outcome of the student. However, Joe Bower words “Assessment is not a spreadsheet; it’s a conversation” delineates unique thoughts about the assessment. As an educator, we should reflect on how we can integrate digital tools to support the “ good assessment practices”. I believe technology has the real potential to reform education giving priority to individualized learning. In my perspective, to make assessment more communicative we Educators should follow certain steps. Firstly, teachers should motivate students to conduct peer assessments which would definitely enhance their critical thinking skills. They will see assessment as an integral part of their learning experience, not just a final judgment of marks.

Moreover, This approach will build collaboration skills and encourage them to communicate and appreciate diverse viewpoints. Tools like padlet or Flipgrid allow students to be creative and understand open-ended learning. Furthermore, Assessment should not be considered as a one time event rather it is a reflective process therefore, educators should promote formative assessment over summative. Various tools like google sites or seesaw can be used to incorporate reflective assessment in the teaching practice which will help teachers to track students progress and think beyond final scores. 

Educators should reshape the thinking and its purpose about assessment from data collection to conversation. We all together have to create an environment where education is aligned with Joe Bower’s vision. I would say the future of assessment would be a classroom where technology plays a crucial role in exchanging ideas, feedback and growth- a true conversation about learning.

Gerstien’s metaphor completely relates to my experience at Byju’s where we as an educator  leverages the technology and digital tools to create more interactive and child- centered learning path for the individuals. The concept of Education 3.0 resonates how education is evolving from traditional setting to more interactive, technology driven and personalized model similar to the transformation from web 1.0 to 3.0. I believe Gerstien’ s metaphor calls for an urgent need to reflect on our practices in education and should work to bridge the digital divide and make advanced tools easily accessible and approachable for every student and teacher regardless of their backgrounds.

I think the shift to Web 3.0 has reshaped education and brought unique perspectives. With Education 3.0, the role of students have changed from mere passive learners to creators and contributors which results in breaking all the traditional boundaries and concreting their own lifelong learning path. However, with the increase in autonomy, there comes new demands on students as well as on teachers that needs to be addressed. Firstly, equality in technology or internet access for all students is difficult to achieve which could result in educational disparities among the students who belong to rural areas. Secondly, sometimes the complex nature of Web 3.0 overwhelms the students and they have not developed strong time management, focus, or motivation skills which could further create pressure on them.

This adaptation to Education 3.0 benefits particularly those students and teachers who have the expertise in using digital tools and navigating technology. On the other hand, the students who really struggle with the technology or have limited access to the digital tools feel disadvantaged by the shift to Education 3.0. In the BYJU’S we regularly saw many children who did not have an understanding learning environment at home face challenges in persisting with their peers.

Similarly for the teachers, who are not flexible and not tech-savvy with digital teaching may struggle to adjust and lead to create gaps in student engagement and support. However, the teachers who are open to integrate the technology into their teaching methods will create a dynamic learning environment. 

Teaching has always been my passion. To meet the diverse needs of my students and make my teaching more engaging, I am motivated to incorporate various useful tools into my teaching pedagogy. I believe, with digital tools the online and blended learning experience becomes more dynamic and equitable and makes sure that every student should get an equal opportunity to succeed in their life. All these tools have become the lifelines in our education system. 

The first tool I would prefer in my online and blended teaching is Zoom or Microsoft teams because of the multiple features like live sessions, Breakout rooms for small interactions, Recording capability etc. These features not only allow real time collaboration but also creates an inclusive, engaging and flexible learning environment. Another tool which I would prefer is Kahoot as this tool successfully keeps all the students engaged in the online setting, which is quite a difficult task for the teachers nowadays to manage their students engaged during online classes. The special features like collaborative boards and quizzes foster learning that is more interactive and fun. The third digital tool which I would select as an Educator is Google classroom as it allows the teachers to organize the course content, assignments and easy communication with the parents. This tool supports adaptable learning and helps the students to access all the resources at their own pace. 

If I would have to shift from my in-person teaching practice to an online educational format, I think this experience will be a blend of both opportunities and the challenges. In my perspective, digital tools like zoom, google classroom or the other learning platforms, have a great potential to create an engaging and accessible learning environment, But it would involve more deliberate efforts to adapt to this setting and to meet the students’ needs effectively. With the trend of online education, the new pathways are open supporting the needs of diverse students and making the learning more impactful. 

During COVID, When I was working under the “Education for all” program at BYJU’s I witnessed firsthand how these digital platforms are bridging the gap of digital divide by making education more accessible to the children especially who belong to the underserved communities. The recorded or live video based lessons provided by BYJU’s help the students to captivate with the educational content despite their physical location.

Productivity suites played a very crucial role in developing digital literacy and enhancing 21st-century skills among students by providing them with practical knowledge for the workforce. In my own experience working in diverse educational settings, particularly working with Piramal Foundation and Byju’s, I have seen how these tools help us in developing skills such as communication, collaboration, critical thinking, and creativity. Platforms such as docs, sheets and slides enabled my  students to format documents, analyze data, and create presentations that are very necessary for today’s digital world.  During my work on improving reading literacy among underserved communities, I have seen how introducing basic productivity tools helped my students in enhancing their knowledge and upgrading themselves with better skills.

Moreover, the cloud-based features of these suites helps in promoting teamwork, a skill that I have prioritized in my teaching. Reflecting on my previous work at Banyan Tree School, I encouraged students to use google slides presentations, helping them learn to work together on projects in real-time. While going through this blog by Anna McDonagh, he has mentioned the ability to collaborate digitally enhances  interpersonal and project management skills, both critical for today’s workplace. The use of productivity tools  has also helped my students to improve their communication skills by allowing them to present information in the class. Furthermore, providing students more opportunity to creatively design and integrate multimedia elements into their work will enhance their imagination power that will help them in future workforce.

These tools are widely used in various professional settings and giving students hands-on learning on these platforms will assist them in directly moving to the workforce. Their adaptability encourages lifelong learning, which I found useful as I moved through various roles in education, such as teaching, research, and mentoring. However, In my opinion there are still a lot of gaps that are still unaddressed. These tools  are excellent for building basic digital literacy, but during my work  with the Career Plus Program at Byju’s, Some students have faced numerous challenges  to utilize these resources due to a lack of equipment, internet connection, or software licenses. Thus, creating a digital divide that  prevents certain pupils from learning the full set of abilities that are required to succeed in modern professions.

Additionally, productivity suites do not always teach students how to follow digital ethics, privacy, or the critical evaluation of information, areas that are crucial for responsible digital citizenship. Another limitation is that online collaboration is easy where people can connect from remote areas but somehow they feel face to face communication to be more effective in understanding others skills such as emotional intelligence, conflict resolution, and leadership  which  I believe they are better developed through direct human interaction.

 In conclusion, productivity suites are very important  for fostering essential digital and professional skills that provide students with a solid foundation for future career success. My experience in both urban and rural education settings has shown that while these tools offer great value, we also need to address the gaps in advanced technical training, digital ethics, and equitable access remains critical to fully preparing students for the challenges of the 21st-century workforce.

Early in my career when I started teaching without any formal learning on education and theories of knowledge, I used to follow certain elements of behaviorism that mostly include organizing and managing the classroom through various reinforcement techniques. In my early years I used to struggle in finding a balance between my teaching and engaging students. After a certain time I realized that things were not going my way and started planning on strategies to shift my approach towards a more student centered approach. I started emphasizing on lesson planning and understanding how children process the information that shows a strong connection to cognitive theories. This change came when I started my bachelors degree in education and learned the concept of educational psychology. This has helped me to move towards cognitive learning and got to know about children’ cognitive process and clear understanding on why some students struggled with simple concepts. These understanding allowed me to adapt cognitive theories in my teaching.

I remember one incident, when I was teaching in grade 2 and one girl raised a challenging question. Earth is known as a blue planet because its made up of water and you told water has no color  has made me think again about my approach. I realized that teaching is not about delivering  information but it’s about engaging and facilitating their critical thinking. This has led me to move towards a constructivist approach.

Over these years of my teaching career, my beliefs have changed significantly with the experiences. In the initial days I was more focused on delivering content and believed that subject mastery is important to be an effective teacher. With experience in the social sector and working for the improvement of underserved community children’s education has nurtured me the importance of inclusivity and holistic development of children.

  Educational technology has played a crucial role in shaping out the structure of the learning and how learning has to be delivered. Today I see a complete transition from the traditional classroom tools to use of artificial intelligence in designing personalized learning. I see an integration of digital literacy that enhances our teaching and learning. A contemporary definition of education technology could be the use of technology in such a strategic way that helps to improve the engagement, is accessible in an educational setting and enhances the learning outcomes of the child.

Looking at the historical context, educational technology history is quite rich which we can see from the use of slate boards to smart boards. The journey shows a very critical point made by Neil Postman “ all technological changes are a trade off”. This gives an understanding that whatever new innovations offer, it comes with certain challenges. For example, Today we see advancement in digital technologies that has enriched our knowledge through ease of access but it has also introduced a lot of concerns about screen time.

My Understanding and practice of educational technology has been shaped by a rich historical and philosophical context. In Postman’s articlehttp://web.cs.ucdavis.edu/~rogaway/classes/188/materials/postman.pdf he has mentioned technology being a   “ Faustian bargain” from which I completely agree. I believe educational technology provides a lot of opportunities in terms of what we think, interact and learn but it also widens the gap between those who have and those who have no access to digital. I can relate this to my previous experience working in one of the aspirational districts in India. In order to improve reading literacy we have launched an application called BOLO app that helps students to guide them in reading. But this has led to a lot of challenges as students screen time has increased on the mobile and they have misused it.

To conclude, it’s important we need to take postman’s advice that “ we need to proceed with our eyes open so that we may use technology rather than be used by”. In my opinion everyone should follow these principle when integrating Edtech in his work that should enhance rather than replacing the human experiences of learning.