It is important for a journalist to be equipped with a moral compass to have a strong discerning sense of what is right and wrong that goes beyond political propriety. Take the case of using a hidden camera. Normally it is unethical to use one, but a sting operation may be warranted in the larger public interest when it becomes legitimate, even if not necessarily legal in the strict sense.
The science of coping with the pandemic progressed far faster than anyone could hope for, but socio-political and cultural worlds have struggled to keep pace. Culture and politics have clashed with science, leaving everyone worse off. We are nowhere near the final chapter of this real-life drama.
Personally, I wouldn’t say the year of teaching online has been a total loss, but I can see it has been pretty much a write off for many students who have found it impossible to engage online, partly because of technological or situational constraints, but also because they have never learned how to learn independently.
A teacher’s act of teaching is moderated by the experience of seeing the class and being-seen by the class. As teachers, we develop a fine-tuned antennae that can sense the mood of the class. We know when the students are getting bored or restless, or when they get a spark thinking through something we have said.
Come what may, the pandemic has made a compelling case for teaching online. As I stand at the threshold of another new semester, I am excited to hone skills I have learnt as well as to continue experimenting with the possibilities presented by the online medium.
The official enthusiasm for the online mode which derives from the obvious possibilities of extensive reach it offers must take into account that online education cannot be simply old wine in a new bottle. The new medium requires new modalities.
We need to remember that the online mode was never designed as a permanent solution. It is not okay to normalize online mode, and our experiences of teaching during the lockdown should invite us to think about the limitation of online as a mode to teach.
It is evident that the continuation of online teaching that was initially viewed as short-term measure beyond a year or perhaps more for some, is leading to higher levels of fatigue despite greater familiarity and ease of using the mode. While most teachers feel that they are now better than before in dealing with pauses, viewing only their own faces, dealing with students’ indifference and ever-changing technological tools, they also feel even more ‘irritated’, ‘demotivated’ and are ‘losing stream’.
This new series of articles on Confluence examines how online education in India evolved during the coronavirus pandemic.
In a traditional classroom, the teacher acts as both an instructor and as a guide, but this changes in online teaching. A teacher is now no longer just an instructor but is also a content developer and designer of online curricula. She or he will also need skills in content-communication online. Teachers should also ensure appropriate video and voice qualities and if needed, some enrichment of the content before sharing them with students – all of which make online teachers “super”teachers!
