Digitalization is the process of converting information into a digital form. In education, it can be used as a means to increase the efficiency of teaching and learning processes.
Smartphones in Educational System. In this era where one of the most significant challenges facing our society is teaching children all the necessary skills for growing up in a technology-dominated age, it seems imperative that we equip them with the knowledge necessary for them to follow best practices when using new technologies such as smartphones. The digital age has revolutionized the way we do things and so has it changed the way people are getting educated. There is a lot of debate now among people and educators about whether technology should be a part of essential education or not. Some have argued that it helps to apply life skills that can be used in real-life situations, while others think that it distracts students from learning more traditional skills. But as technology progresses, it’s becoming harder to ignore its influence on our lives—especially in the field of education. And with time, banning mobile phones will become an ineffective solution as they are being made more powerful and sophisticated by the day.
With the help of digital tools, students can learn at their own pace and time. They can also access information from all over the world without any geographical boundaries. (NDLI) National Digital Library of India, Project Gutenberg, Khan Academy, etc., are such examples of knowledge repository for students. This is why many schools are integrating digital education into their curriculum. Digital assets can be used to provide guidance and inform students about topics that are relevant in the modern world.
The role of digital assets in our education system has been a topic of discussion for many years. With the advent of new technologies, it is now possible for students to learn anywhere and at any time. We should not ban the use of smartphones in educational institutions. They provide a lot of benefits to the students and teachers. In developing nations like ours, children walk miles in order to get education. As more students are now able to afford smartphones and internet access, so their classrooms are now able to keep up. Smartphones can be a great tool for the education system, especially for poor students who cannot afford primary resources like paper, pencils, costly textbooks and reference books.
As technology continues to evolve, educators are using it more and more in the classroom. The advantages of mobile phones as an educational tool are increasing in numbers every day, making them an essential part of any curriculum plan. There is a research study that has proved that mobile phones can actually improve learning outcomes for students by reducing stress levels and making them more engaged with the lesson. Mobile devices provide an entry point for children to the eLearning world that has never had one before. They allow them to have access to educational materials at all times without having to travel miles just to go to the nearest library or school during the harsh winters or hot humid summers. A digital asset is a significant part of any educational program. They help students develop their digital literacy skills, as well as understand the consequences associated with getting on a particular website or app and how they can avoid them.—
Schools from across the globe are now turning to digital platforms for delivering content. Advantages of digital platforms for education are endless. They provide students with a wide range of resources, thereby giving them a diverse knowledge-base that is necessary for the future. Some of the examples of these resources include videos, eBooks, and simulations- all in one place. This helps students learn better and make connections between different topics which they probably would not have otherwise been able to do on their own. use of digital tools in the education system is becoming a trend. They can help improve students’ performance, it can also be used to capture their interest and provide them with the right kind of information. Digital assets are also making it easier for schools to track a student’s progress, thereby providing teachers with useful feedback that helps them plan their lessons better.
Mobile phones can be a boon for the education system. However, the adverse effects of smartphones in education cannot be ignored. Some studies have shown that academic performance declines when students use mobile phones excessively during lessons. But this does not justify a blanket ban on the use of smartphones by our students, to address this problem, schools should provide counselling to students and make them aware of the harms that illegal and excessive usage of digital devices can do to their academic performance. It is needed to have proper guidance for students to know how to use their mobile phones in an educational environment. This can lead to better efficiency of time, as well as better productivity in the classroom. Counselling plays a role in influencing students to use digital assets properly so that they do not hurt themselves while they are exploring new technology.
It is an important step for the future of our nation to promote digital assets in our education system. With this, remote students can learn better and more effectively. Digital assets are a great idea for the future of the Indian education system as it will provide many benefits to students – from being able to learn better and more effectively to the cost factor associated with teaching now a day.
The author is a teaching assistant in J&K Higher Education Department. You can reach him at Khalidbashir421@gmail.com
NIRF-2023 ranking: SKUAST-K 9th best agri institute in country
Srinagar, June 5: Further enhancing its rising graph of accomplishments, Sher-e-Kashmir University of Agricultural Sciences and Technology of Kashmir has secured ninth best agriculture institute rank in the country assessed under the National Institutional Ranking Framework-2023 of Union Ministry of Education.
The ranking and results of the National Institutional Ranking Framework (NIRF)-2023 were announced by the Minister of State for Education and External Affairs, Dr Rajkumar Ranjan Singh in New Delhi on Monday.
In the category of ‘Agriculture and Allied Sectors, SKUAST-K is the fourth state agricultural university (SAU) which has figured among the top 10 farm institutions of the country along with IARI, NDRI, IVRI, and CIFE with a total score of 59.50. This recognition has further solidified the university’s upward trajectory of success placing it in the league of elite agricultural institutions of the country.
The NIRF ranking is the third successive national-level achievement of the SKUAST-K after being declared the country’s 6th best state agricultural university by the Indian Council of Agricultural Research (ICAR) and categorised as the ‘Band Excellent’ under Atal Innovation Ranking last year.
Vice Chancellor, SKUAST-K, Prof Nazir Ahmad Ganai, complimented the faculty, students, and non-teaching staff of the university for the tireless efforts they are making in achieving the highest standards in research, innovation and education, the reason for getting the top rank. Calling it the result of teamwork, he said, “This is the beginning of the new era and we aim to be among the top five agri-institutions of the country.”
SKUAST-K has taken a lead role in evolving a working model of NEP-2020 as well as projecting itself as a potential destination for higher education. The improved ranking is a result of the improvement of academic standards and achievements of faculty and students at national and international levels.
Classrooms brim with learning anew
CRY-RILM project unites kids with books
Inayat Parvaiz was a decent student in school, till the pandemic struck. His father, the only earning member in the five-member family, lost his job and was struggling to make ends meet. The young boy was forced to join his brother at a sand digging/extraction site near his village, Baniyaree Sharkie, in the Bandipora district of Jammu and Kashmir.
Inayat is among the millions of children across the country going through a huge learning lag, all because of the prolonged closure of schools during the pandemic. CRY and Rotary India Literacy Mission (RILM) carried out a study based on responses of 4000 children, in the age group of 7-14, from 4 states in the country – Jharkhand, West Bengal, Manipur and Jammu & Kashmir – to assess the quantum of loss, and also started a slew of remedial centres to assist the children make up for the lag. There are 39 such centres across the four states.
The CRY-RILM-Jammu Kashmir Association of Social Workers (JKASW) team identified Inayat as “out of school” and visited his father. They realized that the boy was willing to pursue his studies but could not do so, because of compulsions in his family. Although reluctant at first, his parents decided to let him attend the local Asha Kiran Centre in a flexible manner. He started attending classes and also started participating in various other activities. After his initial assessment, he was enrolled in Level 2 at the Asha Kiran Centre. But regular attendance and diligent efforts meant that the boy made an appreciable improvement. After his final assessment, he was mainstreamed into Class 6 at Govt. Middle school, Gund Prang. He attends school regularly and makes it a point to attend remedial classes at the Asha Kiran Centre to compensate for his deficiencies.
Classrooms brim with learning anew, the CRY-RILM project unites kids with books!
There are nine Asha Kiran Centres in three panchayat blocks of Bandipora district. Of the 565 children who joined these centres, around 16.81 per cent had dropped out of school because of the pandemic and related reasons and 64.8 per cent were found to be officially enrolled in school, but without age-appropriate learning levels. Around 44.1 per cent of the kids were found to be “poor” (learning levels at least two years behind their age-appropriate class) in basic reading skills and 45.1 per cent in basic calculations.
The stark ground reality in J&K mirrors the findings across the three other states in the country. Around 3.9 per cent of the 4000 children had been found to have dropped out because of the pandemic-induced school closure and more than 75 per cent of the children were found to be “poor” in basic reading skills and calculations.
CRY (North) Regional Director Soha Moitra is hopeful that change will happen, step by step. “The learning loss has been unparalleled, the exact ramifications of which will take longer to fathom and make up. In this post-COVID world, there is no one-size-fits-all solution to addressing the educational needs of children from underserved communities. Every community, every child and every context is unique. It is important to adopt and embrace contextually relevant and inclusive approaches that take into consideration the diverse needs and aspirations of children,” Moitra said.
Over the past eight months, the teachers at the Asha Kiran Centres in J&K have managed to bring back the children into some sort of a study environment, with regular classes, innovative Teaching-Learning Methods, extra-curricular activities and more. Students like Inayat, Tawfeeq Ahmed and several others have benefitted enormously from these classes and are showing appreciable improvement in the periodical assessments.
“The post-COVID learning assessment of 4,000 children across 4 states in the country, by CRY and Rotary India Literacy Mission, presents evidence on the severity of the learning losses incurred during school closures, and also charts out a path of recovery, phase by phase. It’s a journey full of lessons and experiences and a sustained campaign that has impacted not only the kids, but also the teachers, volunteers, parents and extended community. Kudos to the ‘change-makers’ who are making it happen,” said Kamal Sanghvi, Chairman, Rotary India Literacy Mission.
Apart from the classes, the project team has held community meetings with teachers of local schools, local panchayat members and parents, all to create a comfortable space that will help the children overcome their learning gaps and get back into mainstream education.
Tawfeeq’s father Javed Ahmed was initially reluctant to send his son to the Asha Kiran Centre. But he is happy that he had finally paid heed to the advice of the project team members who had visited him. A few months on, the proud father says: “Asha Kiran Centre me mera beta bahot kuch sikh raha hai. Use yahan aana achha lagta hai (My son is learning a lot at the Asha Kiran Centre. He loves to come here).”
SKUAST-K to hold 2-day international conference on impact of viral infections
Srinagar, Nov 1: Sher-e-Kashmir University of Agricultural Sciences and Technology of Kashmir is going to hold a two-day international conference on the impact of viral infections at the Shalimar campus on November 5&6 (Saturday and Sunday), 2022.
The international conference ‘Emerging and Re-emerging Viral Infections Impacting Humans, Animals, Plants, Fish and Environment’ will be part of XXX Annual Convention of the Indian Virological Society to be held at SKUAST-K this year.
Renowned virologists and scientists including, Dr RK Ratho, PGI Chandigarh; Prof Parvaiz A Koul, SKIMS, Soura; Dr Pragya Yadav, NIV, Pune; Prof NN Barman; AAU, Assam; Dr Anirban Roy, IARI, New Delhi; Dr Amit Pandey, Bhimtal; and Dr Manoj Kumar, Hester Biosciences Limited will be keynote speakers at the conference.
The conference on viral infections is being held against the backdrop of the emergence and re-emergence of viral outbreaks like Covid-19, severe liver inflammation in kids, monkeypox, polio, and “tomato flu” etc.
The recent outbreak of the LSD virus has killed over 1 lakh cattle and is still unabated. Each viral disease appears to be the result of unusual manifestations and proliferation of viruses previously known.
The conference on viral infections will bring scientists from different disciplines at National and International levels to discuss preemptive measures for anticipating such outbreaks, control measures to be taken, and readily available diagnostic and therapeutic measures. The keynote speakers will talk about research going on emerging and re-emerging viral diseases and the policies surrounding them.
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