Stakeholders of education who get impacted first during the Digital Transformation in Education are the staff members of the school. They could be the Teachers or the Admin Staff. While carving out the strategy for Digital Transformation in Education, we need to be mindful of their fears, apprehensions, aspiration, and expectations. The staff should be made comfortable during this transition period and every step should be explained before it is put into practice.
“Revolutions bring disruptions and disruptions bring opportunities.” ― Nicky Verd
Digital Transformation should have a purpose and the end goals should be defined. Every stakeholder should be given responsibility, the achievement should be measured. Staff must be informed and counseled on how technology would enhance their efficiency and will assist in the teaching-learning process. Every staff member should be trained and certified in every phase of Digital Transformation to build confidence and standardization.
Digital Transformation – Design Objectives & Desired Scenarios
Through the development of course material, teachers need to make good use of basic tools like word processing, spreadsheets, scheduling, presentations, etc.
Some teachers need to instruct in information technology where some levels of certification are required
Career development programs for teachers
•Guided access to resources: individualized, self-directed learning, online learning, and mobile services
•Tools for teaching with immediate, ongoing assessment; streamline administrative tasks resulting in more time to spend teaching
•Facilitate more personalized, relevant, and efficient learning, allowing more time to target students’ preferred learning styles and unique areas of interest
•Use real-time feedback and assessment to identify students’ problem areas in time to motivate and correct
•Online fees payments
•Online shopping (uniforms, books, and stationery)
Digital Transformation – Building Blocks
School Data Interoperability
•Student registration process; share data from agencies and other schools
•Data sharing between administration systems
•Minimize administrative time while maximizing teaching and research time
•Online incident reporting to police and justice departments
•Communicate directly, rapidly, and more frequently with stakeholders
•Schools need a flexible infrastructure that fits their unique needs
•Infrastructure based on open technology standards such as XML and Web-based services communicating over the HTTP protocol
•Loosely coupled systems to function as one
•Mission-critical information housed in secure data centers which are centrally supported and various services are provided through application service providers according to service level agreements
Communication & Collaboration
•Parent/teacher online discussion on student outcomes/progress
•Student/teacher online discussion with tutors and experts on focused areas of course material
•Student-to-student collaborations and chat on projects
•Parent access to student and school schedules, calendars, and current scores
•Students can communicate and collaborate easily using presence-aware technology to brainstorm and aggregate ideas
•Increased collaboration and sharing best practices across the school campus and between schools over wide geographic boundaries
•Students can gather relevant learning resources effortlessly for analysis and presentation when, where, and how they prefer—at home, school, or play
•Teachers can spend less time preparing information for rich, dynamic display and more time learning
•Teachers can explore alternative technology-enabled pedagogies encouraging student-facilitated discovery and collaborative mentoring
School Business Intelligence Services
•Administrators can generate reports on various aspects of students, teachers, and school performance
•Oversight groups can have the necessary information to make informed decisions
•Information made available to various parties including teachers, students, parents, and administrators – making it easy to identify issues, take actions, and then measure the impact of those actions
The Connected Teacher
The connected teacher is the conductor of the Connected Learning Community. Their personal teaching and learning space is also accessible from a multitude of devices including Web browsers and “thin client” edge devices for nomadic use, with the richest experience occurring with their portable, intelligent, teaching and learning device.
Like the connected student, the connected teacher’s space benefits from the same underlying resources in the services fabric. For example, their student record book is connected through the school data interoperability fabric to the student information system making end-of-term grade reporting a simple process. That same student record book is tied to the performance monitoring infrastructure so that in analyzing an individual student’s performance, granular assignment-level data can be used.
– Keeping Multiple Parties Informed
Teachers also benefit from the shared calendaring system. They know that when they create an assignment in the learning management system, it will automatically be visible on their own and on each student’s calendar. Any changes to the assignment are reflected immediately in each individual’s assignment list. Furthermore, arranging parent-teacher conferences to discuss a particular student’s progress is facilitated by parents being able to see available times for the teacher and vice versa. By making their presence status available to parents or students, teachers can host online office hours or teacher conferences to assure that all stakeholders are guaranteed the access.
- Curriculum Planning and Preparation
The connected teacher also uses powerful learning and curriculum management tools to manage a classroom and online instruction, enabling them to easily tailor instruction to the special needs of a particular student and more easily track their progress through the performance management infrastructure. To facilitate their teaching activities, teachers have access to a rich library of digital curriculum objects, each correlated with particular educational objectives and curriculum standards. Using standard taxonomy and meta-data to describe these learning objects makes it easy to reuse these learning objects in different ways and in any compliant learning management or performance management system. The ability of teachers to rate the quality of these learning objects, report on their own applications, and report on the results of using these learning objects, combined with the rich communication and collaboration capabilities in the Connected Learning Community services fabric, enables the creation of rich “communities of practice” centered around the teaching context. This facilitates a seamless interweaving of professional development into everyday teaching activities.
The connected administrator is the CEO in the connected learning community. The connected administrator rests well at night knowing that their teachers do not have to waste valuable time doing administrative or clerical tasks and can focus on their teaching and furthering their own learning through sustained professional development activities. They are confident that quality teachers want to teach at their school, thereby eliminating the challenges of attracting and retaining quality faculty.
– Staying In-Tune and Communicating with Constituencies
The connected administrator can easily keep a finger on the pulse of learning in their schools. The connected administrator can, with a few mouse clicks, schedule an online community meeting or allow the wider community to experience an open address or other more formal occasions. By using an inexpensive video camera attached to an ordinary computer, and leveraging the rich communications and collaboration service fabric, the administrator can make it available online or on-demand to keep community stakeholders informed and engaged with the schools.
– Keeping A Pulse on Key Developments and Overall Learning Progress
Administrators can ask the system to inform them proactively through the notifications infrastructure if certain conditions arise, thereby enabling them to take action before circumstances get out of hand.
The business intelligence component of the foundation services provides administrators with up-to-date information about how students are progressing in their school. They have the ability to generate their own reports on particular items of interest without having to rely on a database administrator or systems programmer.
While embarking on the journey of Digital Transformation institutions should realize that the empowerment of staff and making them “Future Ready” should be the only strategy. Teachers are Nation Builders; they cannot be replaced by technology, which can enhance their skills. Empowering teachers to confidently and positively embrace change is usually an institution’s top concern. When teachers are given the attention, development and support to become leaders, outcomes improve across the board. Students do better. Schools improve their standings. And teachers can enjoy progression and esteem in a difficult job that deserves more respect.
Write to me about your concern while planning for Digital Transformation and Employee Pushback. I will get expert opinions to address your concerns. The only asset in the knowledge industry is the staff, it is important to look after them during the transition period.
You can email me at firstname.lastname@example.org
As part of encouraging new talent, Halal Biz News would be publishing articles of Roshini Kumar on digital transformation in education.
About the author:
Born and brought up in Bangalore, Roshini Kumar did her schooling in Sophia’s High School and did her Information Science Engineering from BMSCE Bangalore. Post engineering, she worked with Microsoft with the GTSC division, after which she went on to work with the HP Global Analytics division as a Business Analyst. She founded Lycee Corp in 2016 to meet the needs of every educational institution to transform from the four walls of the classroom to a Connected Learning Community.
The product Lycee- Cyber Academe was developed under the fostering program of Tech Avant-Garde. From the stable of Lycee Corp, Roshini launched Efee Online-Bespoke Fee management system for educational institutions. Now, Efee Online has got a co-sell program with Microsoft called MASP Pro.
Roshini’s quest to make a difference in young India from all segments of society made her launch a program called Roshini Social Schooling which is an experiential learning program mainly for government schools to make their children 21st century ready and to remove the knowledge divide. Now she is passionate about the Knowledge La’viner Conclave which makes the teachers digitally skilled and future-ready.
Her motto is “Education transforms societies; knowledge is the only asset you can ever lose.”