neeraj's efolio

“The beautiful thing about learning is that nobody can take it away from you.” – B.B. King

As I write this final blog post, I can’t help but reflect on the incredible journey I’ve had in EC&I 834. When the course began, I was stepping into unfamiliar territory—unsure, a little hesitant, but open to learning. Now, I’m walking away with a toolkit of digital skills, a deeper understanding of online and blended learning, and most importantly, a sense of confidence I didn’t have before.

🎥 Peep into my full summary of learning, check out the video link below:
Google Drive Link: https://drive.google.com/file/d/1fcRPBq0Nk2WARVkGpdeoSDOXC1Se9eYa/view?usp=sharing

PS: Making Video for Summary of learning was also a new learning for me. HaHa!!

I began with blogging—something completely new to me. What started off feeling uncomfortable slowly turned into a space where I could reflect, process my thoughts, and engage in meaningful conversations with peers. That was the first sign of growth.

Soon after, I found myself navigating Discord, which turned out to be a surprisingly effective tool for collaboration and community. Whether it was quick questions or sharing resources, it made the online learning environment feel much more connected.

One of the biggest learning curves was the ADDIE model. It was the first time I had seen such a structured framework for course design, and using it to plan a Grade 2 environmental education course gave my ideas purpose and direction. It helped me break down the process into manageable pieces and set the foundation for the modules I built later.

The real fun—and challenge—came with all the new digital tools I explored. H5P, Canvas, and LUMI each brought their own learning curves, but they also brought excitement. From interactive quizzes to structured modules and engaging video content, these tools transformed the way I saw educational design. I wasn’t just creating content—I was crafting experiences.

There were bumps along the way, especially with my first module. But thanks to thoughtful peer feedback, I was able to make real improvements in my final project. I focused on clarity, accessibility, and interactivity—ensuring my learning modules were not just functional but truly inclusive.

I also discovered the power of high-quality, student-friendly resources like PBS Kids and National Geographic Kids, which helped bring my content to life in ways I couldn’t have achieved on my own.

Perhaps one of the most surprising parts of this course was how much I appreciated the breakout room discussions. They provided the space to exchange ideas, clarify confusion, and grow alongside my classmates. These moments of collaboration reminded me that even in an online setting, community and connection matter deeply.

In the end, this course wasn’t just about learning how to use new platforms—it was about learning how to design with intention. How to listen, adapt, and include. How to blend empathy with technology to create learning that’s accessible, meaningful, and fun.

I now understand what it means to truly design for online and blended learning—not just as a technical process, but as a human-centered one. And I’m proud of how far I’ve come.

As I am near the completion of my Animal Habitat module for Grade 2 students, I’m reflecting on the entire course design journey, particularly how my first project—the interactive recycling course—has influenced the development of this new module. The experience of creating my first course helped me develop new skills, learn from feedback, and refine my approach to designing engaging, accessible, and educational content. This Animal Habitat module builds on those lessons learned, taking into account everything I discovered while creating the Recycling module and applying it to a fresh, exciting new topic.

Overview of the Course Prototype

The Animal Habitat module is designed to teach Grade 2 students about the different environments where animals live. It incorporates interactive videos, quizzes, discussions, creative assignments, and hands-on activities to foster engagement and deep understanding.

This module is divided into several key parts:                                               

• Introduction to Animal Habitats: Students explore various habitats such as forests, oceans, and deserts, learning how different animals are suited to these environments.

• Animal Adaptations: Students investigate how animals are uniquely adapted to their habitats.

• Interactive Learning: Through activities such as drag-and-drop worksheets and quizzes, students actively reinforce their learning.

• Creative Expression: Students will draw their favorite animal in its habitat, helping them visualize and understand the concepts in a fun and creative way.

The course aims to be both engaging and educational, encouraging students to interact with the content, share their thoughts, and apply what they’ve learned in meaningful ways.

Course Profile

For more detailed information on the structure and goals of the course, you can refer to my previous blog post, where I outlined my course profile. In that post, I discussed the learning objectives, student demographics, and my teaching strategies for creating an engaging online learning experience. This current module, designed with the same principles in mind, emphasises interactivity and multimedia to keep young learners engaged.

You can access the course profile here: Course Profile – Animal Habitats

Other links: 

• Previous Blog Post of my first module
• My first Module on Recycling

Building on the Recycling Module: Lessons Learned and Improvements Made

Reflecting on my first course, the Recycling module, has played a pivotal role in shaping this new project. In that initial attempt, I faced challenges related to simplifying instructions, ensuring accessibility, and creating content that would engage young students. Through feedback and self-reflection, I realized the importance of incorporating more visual cues, diverse activities, and clearer instructions along with recorded instruction to make it easy for those who have difficulty in reading such as Dyslexia. These lessons have greatly influenced the development of the Animal Habitat module.

Key Takeaways from My First Course:

• Simplified Instructions: In the Recycling module, feedback indicated that some instructions were too complex for young learners. In response, for the Animal Habitat module, I ensured that all instructions were clear, concise, and age-appropriate, using simple language and visual aids to guide the students. I have also added my own recorded video of instruction keeping in mind students feel more connected when they see their teacher.

• Visual Appeal: One of the key suggestions from the Recycling module was to improve the visuals to make the course more engaging. I took this feedback to heart and designed the Animal Habitat module with more vibrant images, GIF images, interactive elements, and videos, which are visually appealing and capture young students’ attention.

• Engagement through Activities: In my first course, while activities like quizzes were well-received, there was a desire for more hands-on experiences. To address this, I included a drawing activity where students can create their favorite animal and habitat, fostering creativity and allowing students to apply their learning in a personalized way.

• Feedback on Accessibility: The feedback from my first course also underscored the need for better accessibility. As a result, I made sure the Animal Habitat module is fully optimized for students with varying technological access, ensuring that it works well on mobile devices and doesn’t require high-speed internet. Also, I have uploaded PDFs for quiz and worksheet, so that in case of internet issues in attempting these assignment online, they can download and do it at home and upload the same.

Overview of the Creation Process

Creating the Animal Habitat module involved a series of steps, some of which were influenced by what I learned from the Recycling module:

1. Interactive Video Creation: Using Lumi, I created an interactive video that introduces students to animal habitats. In this video, students are asked questions like, “Where does this animal live?” and “What kind of environment does this animal need?” I have provided clear instructions this time in the form of text as well my own recorded audio with the same instructions, this is what I learnt from my first project, as they foster easy understanding.

2. Activity Development: I developed a drag-and-drop worksheet that allows students to match animals with their habitats. This is similar to the drag-and-drop activities in the Recycling module, but this time I have provided PDF file for the same for the kids that face internet issues.

3. Creative Assignment: The drawing assignment was designed as a way for students to express their understanding of animal habitats. In the Recycling module, students engaged in a DIY activity, so I decided to carry over that concept of creativity and applied it to drawing. This assignment helps students visualize the connections between animals and their environments, allowing them to take ownership of their learning.

4. Discussion and Reflection: Just like in the Recycling module, I included a discussion prompt, encouraging students to share their favorite animal and discuss where it lives. This allows for peer interaction and deeper reflection on the content. It’s something that worked well in my first course, so I made sure to integrate it into this new module. Another amendment I made is to keep the discussion offline- in class. I consider that this will help me as a teacher to know if students have retained the information from what they learnt in the online content provided in the module.

5. Quizzes and Assessment: As in the Recycling module, I included multiple-choice, true/false, and fill-in-the-blank questions to assess students’ understanding. This consistent format allows students to become familiar with the structure and also provides them with a reliable way to test their knowledge. In this section also I have provided the PDFs for easy access in case of low band-width internet.

Walk through of the Course

To give you a better understanding of the structure and flow of the Animal Habitat module, I’ve created a 10-15 minute walk through screencast. This video takes you through each section of the course, from the interactive video to the quizzes and creative assignments. It’s a great way to see how the activities are integrated and how they all come together to create a comprehensive learning experience for Grade 2 students.

You can watch the walk through here: Animal Habitats Module Walk through

Final Thoughts: From Recycling to Animal Habitats

Looking back, the Recycling module was a crucial learning experience for me as a course designer. While it had its challenges, it gave me the opportunity to refine my skills in interactivity, accessibility, and engagement—all of which directly influenced the design of the Animal Habitat module. By listening to feedback and making adjustments, I’ve been able to create a more polished and effective learning experience that I believe will resonate with young learners.

Moving forward, I’m excited to continue applying the lessons I’ve learned from both modules, especially in ensuring accessibility and equity in my course designs. Whether I’m working on future environmental studies projects or other subjects, I’m confident that these principles will help me create educational content that truly benefits all students.

Thank you for following my journey, and I look forward to receiving more feedback as I continue to refine my course designs!

As a first-time creator working with platforms like Lumi and Canvas, I had no idea what to expect when starting the process of building my interactive recycling course for children. From the very beginning, it was a learning experience, filled with challenges and new discoveries. But through it all, with the zoom breakout room discussions, I gathered some ideas and  remained determined to create an engaging, fun, and educational experience that would teach kids about recycling in a way they would enjoy.

Here is link to my Course Module, just have look https://canvas.instructure.com/courses/11520759

Little did I know that beyond the fun aspects of the course, I would also need to seriously consider accessibility and equity to ensure that all students, regardless of their circumstances, could benefit from the content.

Getting Started with Lumi and Canvas: A Novice’s Experience

When I began this journey, I wasn’t familiar with Lumi or Canvas, and it didn’t take long for me to realize how much I had to learn about both platforms. Lumi provided me with the opportunity to create interactive lessons, incorporating videos, quizzes, and hands-on activities. Canvas, on the other hand, helped me structure the course and implement assessments. But as a complete novice, I found myself navigating both platforms through trial and error.

Though these tools are fantastic for creating an interactive and engaging course, there were definitely moments where I felt overwhelmed. I had to rethink my approach several times to make sure the course would be suitable for young children, especially since they’re used to a visually stimulating and easy-to-navigate environment. But after some trial runs and learning the ropes, I felt confident in the course structure and design.

The Fun Stuff: Hands-On Activities and a Song!

One of the key aspects I wanted to include was a hands-on activity where kids could practice recycling principles in real life. I wanted them to feel like they could take what they learned and immediately apply it by creating something useful from recycled materials. This DIY activity was meant to spark creativity while reinforcing recycling concepts in a meaningful way.

Additionally, I included a song to help reinforce the learning material. Songs are incredibly effective for kids because they make the information easier to remember and make learning more fun. I wasn’t sure how well the song would fit into the course, but after seeing it come together, I realized it was one of the most engaging elements for students.

The Challenges: Navigating the Tech and Making It Easy for Kids

Creating a course that would appeal to children while also being educational was no easy feat. One of the biggest challenges I faced was ensuring that the instructions were clear and easy to follow. Since the target audience was young students, I had to be very specific in my directions. I had a tendency to create instructions that were a bit more complicated than they needed to be, and it became clear that I needed to simplify things.

In addition, feedback pointed out that the course could benefit from clearer visual cues and more images. These changes are easy to make, and I believe once I implement them, there will surely be an improvement in user engagement. Young learners need bright visuals to capture their attention, and I am quite sure that adding more colors and visual elements would improve their overall experience.

Feedback and Improvements: A Work in Progress

Overall, the course received positive feedback. My peers enjoyed the interactive exercises, the video content, and the hands-on DIY activities. However, there were also valuable suggestions that helped me refine the course further. One key takeaway was the importance of ensuring accessibility for all students, particularly younger learners who might not have the skills to navigate the course on their own. This feedback led me to reconsider how I could improve the clarity of instructions and make the course even more intuitive.

Another important point raised was the need for more opportunities for students to interact with each other. Since the course is online, it can sometimes feel isolating, and I realized that including spaces for students to collaborate or share their work could enhance the experience. I plan to explore options for fostering peer interaction in future updates.

Reflecting on Accessibility and Equity in the Course Design

In week 10 class discussion about accessibility and equity, I realized how important it is to ensure that all students, regardless of their backgrounds or abilities, can access and benefit from the course. The issue of accessibility in online learning is critical, and as I reflected on my course design, I began to see areas where I could improve.

Accessibility in the Course

One of the key takeaways from Bates’ text (Chapter 9) is the need to provide students with multiple ways to engage with content, especially when it comes to online learning. This involves making sure that the course materials are accessible for all learners, including those with disabilities or limited access to technology. While I worked hard to make the course visually appealing and engaging, I now realize that accessibility extends beyond just design and interactivity.

For instance, the course content needs to be accessible for students with visual impairments or those who have difficulty reading text. This means including audio descriptions or transcripts for video content, and making sure that quizzes and interactive activities are compatible with screen readers. Additionally, since many students may have limited access to high-speed internet, I need to consider how the course can work on lower bandwidths or be accessible through mobile devices. This would ensure that students from various backgrounds and with varying access to technology could still participate fully in the learning experience.

Equity and Inclusivity

Equity in education is all about ensuring that every student has the opportunity to succeed, regardless of their background or circumstances. The course, as it stands, is fun and engaging, but I must consider how to make it more inclusive for students who may have different learning needs or limited resources.

One thing I realized is that the course should provide options for diverse learners, including those who may need additional support. For example, offering the course in different languages could help make it more accessible for students whose first language isn’t English. I also need to ensure that the hands-on DIY activity can be completed with materials that are easily accessible and affordable for all students, even those who may not have a lot of resources at home.

As I think about this, I’m reminded of the AODA (Accessibility for Ontarians with Disabilities Act) guidelines, which emphasize the importance of creating content that’s inclusive for all learners. By following these guidelines, I can make sure that the course is accessible and equitable, even for students with disabilities or those from diverse backgrounds.

The Takeaway: A Course That Is Fun, Accessible, and Engaging

In conclusion, while I’m proud of the interactive recycling course I created, this experience has also been a wake-up call about the importance of considering accessibility and equity in the course design process. It’s not enough to simply make content engaging and educational; I need to ensure that every student, regardless of their abilities or access to technology, has the opportunity to benefit from the learning experience.

This project has taught me valuable lessons that I will carry forward as I continue to design online courses whenever I get into the teaching field again. Making learning accessible and equitable is an ongoing process, and I’m excited to continue improving my course with these principles in mind. If you’re thinking of designing your own course, I highly recommend taking a close look at the principles of accessibility and equity—it makes a world of difference for your students.

So, whether you’re just starting out or are already an experienced course creator, keep in mind that accessibility and equity aren’t just buzzwords—they’re essential components of creating a course that works for everyone.

Building a Cooperative and Participative Online Learning Community
Building a strong online learning community requires student success and engagement. Because students often feel disconnected, there is a greater need to organically embed strategies and tools that establish effective collaboration, communication, and meaningful learning. Below, I outline the key strategies I plan to implement to establish a positive online learning environment, drawing from various learning theories and a collection of effective digital tools.

Quick Links to the readings used:

Read Section 4.4 of Bates’ text: Online Collaborative Learning

Building Community in an Online Course | The Innovative Instructor

Making Connections through LMS Forums

A core approach to enhancing student interaction involves the use of Canvas LMS forums. In this space, learners can introduce themselves, ask questions, and share their thoughts on course topics. As identified by Brusini (2020), this space does not only serve as an icebreaker but can be used by learners to share their experiences and ideas as a way of creating a sense of community in the online environment. As an instructor, I pledge to make personalized responses, giving timely and thoughtful feedback to the students’ posts to make them feel heard.

To this end, I will create an introductory discussion board where the students introduce themselves and make reflection on the content of the course. This is a principle of Online Collaborative Learning because of the activity it precipitates in idea sharing and knowledge construction, as argued by Harasim (2017). The asynchronous discussions, therefore, shall be used by the students to create a deeper learning process.

Interactivity Tools for Collaboration Learning

Kahoot! quizzes and Liveworksheets are examples of interactive tools that present opportunities for collaboration and peer learning in an engaging way. Kahoot! is going to add some fun and competitive spirit in it, enabling the students to answer the questions in teams; that would help them connect while learning. In Liveworksheets, students will practice individually and then come together in review sessions, giving them the opportunity to go back and share their answers with their peers.

These tools will encourage peer interaction and collaboration, which is very helpful in the process of community development. According to Brusini (2020), all kinds of peer review and group activities consolidate the relation between different peers, leading to better engagement and learning. I would ask the students to discuss their quiz results with their peers in order for collaboration and in-depth learning to take place.

Synchronous video conversations for real-life interaction.
Other powerful tools for fostering community are synchronous video chats. Brusini (2020) says that less isolation and deeper connections are promoted through real-time interactions. Group discussions can be held via video chats in which students ask questions, share ideas, and receive immediate feedback from me and their peers.
I will clearly outline the ground rules for discussion so that everybody feels protected in expressing an opinion. In addition, these discussions provide an opportunity to clear up misunderstandings and offer clarification, further promoting student engagement.

Parent-Teacher Communication

For younger learners, it is essential to keep their parents informed and involved. Through Canvas Announcements and direct messaging, regular updates and feedback can be shared to maintain ongoing contact and support a strong collaborative relationship between parents and instructors. According to Brusini (2020), such regular contact ensures the course is supportive and inclusive for each participating student. Parents will also be encouraged to provide feedback about their child’s progress to make the learning environment more collaborative and inclusive.

Assessment Practices to Ensure Engagement
A community of learners does not just mean interaction but requires valuable assessment too. Therefore, students’ participation in discussions, group work, and interactive tools will also be included in the assessment criteria. As indicated by Brusini (2020), regular interaction will help the students to achieve academic success with the development of meaningful relationships with peers. The quality of contribution and participation to discussions and group activities, quizzes, and other interactive engagements through which students in my course shall be assessed.

Regular feedback will help keep students motivated and guide their progress throughout the course. I will provide constructive comments on their work, offering actionable steps for improvement. This ongoing feedback, coupled with formative assessments like quizzes and summative assessments such as final projects, will allow students to showcase their learning and creativity (Harasim, 2017). It helps students become actively involved in course materials at a deeper level than simply memorizing; this process leads to more profound learning and collaboration among students

The Role of the Instructor in Building Community

Another important aspect of the online community is the instructor’s role. According to Harasim (2017), an instructor should not only provide resources but also facilitate learning processes through discussions, questioning, and timely feedback. The instructor should be present to support the students and make them feel safe and comfortable enough to contribute in any way.

Along this line of thinking, the development of social presence is instrumental in building trust and encouraging participation. In my course design, I intend to share an introductory video so that students can create a personal bond with me, their instructor, which will minimize the feelings of isolation. In this regard, the CoI model emphasizes social presence as key to the construction of a fruitful learning community: Garrison, Anderson, & Archer (2000).

Cultural considerations of collaborative learning.

In this online classroom, students may come from different cultural backgrounds, which could impact their involvement in activities for collaborative learning. Some of these students may not be used to open discussions or may view the interaction with their peers in a different way. It is vital to create an inclusive environment that values such differences and supports students in sharing their ideas (Bates, 2019). Clear guidelines on participation and active facilitation can make these jumps, so that all feel comfortable contributing to discussions.

Leveraging Technology to Collaborate

Last but not least, technologies promoting collaboration play an immense role in these aspects. Availability of video conferencing facilities-like Zoom and Google Meet-engages critical discourses, one prime tenet of OCL and CoI in all its ramifications. This has been increasingly knocking down barriers that have placed hindrances before the students so far in meaningful engagement in a class, rather than what has normally been envisioned when a traditional classroom is confronted face-to-face.

Conclusion

This means that a well-planned approach is essential for engaging an online community while providing support. By designing entry points for collaboration, offering timely feedback, and utilizing interactive technologies, I will foster a course environment that keeps students connected, motivated, and empowered. By each interaction, the growth of a community of learning occurs through asynchronous forums, live video chats and/or collaborative tools like Kahoot! This is how the ecosystem of tools wth Edpuzzle grows and strengthens online, together with Liveworksheets.

The integration of OCL principles and the CoI model will help drive the shift of online learning courses toward one that focuses on academic success — ideally, social presence, peer support and collaborative learning. The end goal is that students realize they can be valued, engaged, and encouraged in contributing to their learning as a whole.

“It’s not about the facts; it‘s about creating wonder and responsibility in young learners toward the world that surrounds them.” Smallest actions can make a big difference, enjoy the video below:

This course for second graders simplifies complex environmental issues through interactive learning. In here, I will share how this course integrates hands-on activities with digital tools to introduce key environmental concepts, such as recycling, pollution, and biodiversity, that will help students build habits to take positive action toward the environment.

Target Student Population/Demographics: Target audience is Second grade, Aged 7-8 year old who may have relatively minimal prior knowledge/experiences with environmental related subjects. Since children at this age usually show differing levels of understanding of abstract concepts, the course will employ a variety of sensory-rich teaching strategies.

The group of students will be at different literacy levels and will be exposed to environmental topics to a greater or lesser degree. We also intend to cater for different learning styles: visual, auditory, and kinesthetic. Since this course is targeting young learners, it should focus on simplifying complex environmental subjects with the purpose to raise curiosity and responsibility about nature.

Course Format: The class will be blended, offering both synchronous and asynchronous learning experiences. Synchronous learning will include live group discussions and real-time activities in the classroom, whereas asynchronous learning will take place through online interactive platforms such as Kahoot! quizzes, liveworksheets, video lessons, and assignments. This is how the students will have the opportunity to do activities both in class and at home for a more holistic learning experience outside of school.

Course Toolset:

• LMS: The Canvas learning platform will be used for submitting their assignments, receiving and viewing video content, and monitoring progress. Resources like worksheets and quizzes are also maintained on the same platform for easy access to the student.
• Instructional Tools:

1. PBS Kids and National Geographic Kids will provide enhanced and interactive content to enrich students’ knowledge on various aspects of the environment.
2. Liveworksheets will be used for interactive worksheets where students can brainstorm and practice concepts such as recycling, etc.
3. Kahoot! will be used to assess the knowledge of the students through fun and engaging quizzes.

• Communication Tools: The teachers will be communicating with the students and parents via Canvas, announcing, giving feedback on assignments, and providing resources for further help.

Course Content and Learning Objectives: The course will cover critical concepts in environmental studies, including:

a) Importance of natural resources and biodiversity.

b) The consequences of pollution, deforestation, and changes in weather.

c) Recycling and waste management practices.

d) Interrelation between plants, animals, and the environment.

e) Practical ways to take care of the environment: waste reduction, water conservation, tree planting.

Course Learning Outcomes

Upon course completion, the learner shall be able to:

• Appreciate the importance of environmental protection.
• Identify some important environmental issues and their consequences on living things.
• Demonstrate basic methods of recycling.
• Understand the relationship between plants, animals, and their habitats.
• Taking responsibility for environmental practices at home and in school.

Assessment of Learning:

• Formative Assessment: Group discussions, activities, and quizzes can be done through Kahoot!. The teacher will observe participation and completion of activities to monitor progress in learning.
• Summative Assessment: A final project in which students will present an environmental topic, such as creating a poster about recycling or pollution. A reflection quiz will also be given to assess learning and how well students can apply it in reality.

Considerations for Common Concerns:

• Low Bandwidth: Since many students may have low-speed internet, content will be designed for easy accessibility. Video lessons will be short and asynchronous activities will be in such a manner that students can download and complete offline.
• Access to Devices for Students: We will work with schools to ensure students have access to devices such as tablets or classroom computers. In addition, students will be given access to physical materials such as books and worksheets to ensure their participation.
• English as an Additional Language: The course will include visual aids, simple language, and interactive learning tools to accommodate learners that have EAL. The teacher will use clear language and will encourage peer support with group work.
• Addressing Attendance Concerns: Within this flexible blended model, students who are absent during synchronous sessions can watch the recorded lessons or do asynchronous activities. In the event that student fail to satisfy the attendance requirement, the instructor would speak to families as needed and set clear expectations.
• Cultural Considerations: The class will focus on environmental issues relevant to every culture and community. Activities will be universally themed around conservation and protection of natural resources, avoiding regional bias.
• Socioeconomic Status: The course will focus on low-cost, accessible materials. All digital resources will be used that are free, and physical resources like books shall be utilized from local libraries or schools.

Rationale for Choices Made in Design of Course Prototype: This course design takes into consideration the age and cognitive development of second graders, incorporating interactive, hands-on learning activities that address various learning styles: visual, auditory, and kinesthetic. The format allows students to engage with content both in and outside of school, accommodating varying schedules and paces. Familiar platforms like Canvas and Kahoot!, liveworksheets provide easy navigation, while video resources from PBS Kids and National Geographic Kids reinforce learning. This course makes use of low-cost, accessible resources to make learning inclusive for students from diverse backgrounds. The design of the course targets early environmental education to foster responsible, future-oriented behavior and inspire students to make small yet meaningful changes for the Earth.

Click here and find ADDIE MODEL for the course.

Technology in education for me before COVID-19 was about recommending YouTube videos to students or creating worksheets. I would Google to get info and do research. But when the pandemic came and schools closed, I assumed there would be no learning until we returned to normal. As for the education sector, it was not ready to cope with such a scenario. But technology turned out to be a lifesaver.

In those times, blended learning became a game-changer. Services such as Google Meet, Zoom, and Microsoft Teams allowed us as teachers and students as well to continue their education. Although it was a sad phase, however I was excited for exploring exciting new means of learning and instruction such as Zoom, Liveworksheets, Kahoot, and many others. Education became digital via technology and opened up opportunities for it to be conducted in a more flexible and deliberate way. During my classes, I found my students were as engages as I used to be. They also found new platforms worthwhile. Here is a glimpse of my classroom.

However, it came with its own challenges. Especially in rural areas, not all of them had the technology they needed, such as smartphones, laptops, or at least a good internet connection. Many students in my classes could not take classes at all and it was a huge loss at their part. I used to connect with them later on via phone calls and sent them homework on WhatsApp. In India, for example, technical problems were frequent due to poor connectivity. Some of the teachers who were not tech-savvy struggled with switching their lessons to the internet. Moreover, purchasing tech tools was a financial strain on many households. Also, as mentioned in a topic of the book Teaching in a Digital Age, adding new technology to the classroom design may just increase costs, both in terms of technology and the time of instructors, without changing outcomes.

In my opinion, the greatest burden was on Kindergarten, 1st, and 2nd-grade teachers. Young children are not even able to sit in front of a computer/mobile phone and study, which must have been a big challenge for the educators. In preparing this blog, I found a video that endearingly demonstrates just some of the difficulties teachers had. I really laughed at it thinking about what challenges we as teachers went through with smiles, and I highly recommend watching it.

Although, the opportunities were priceless. I interacted with professionals from across the globe through the workshops that helped me become more confidence.

Online learning platforms also provided us free access to educational resources during these trying times, which was a big boon! In general, technology and blended learning have created new opportunities to learn, build skills, and connect with people anywhere around the world.