AmritaRITE: A Holistic Model for Inclusive Education in Rural India

Nedungadi, Prema; Raman, Raghu; Menon, Radhika; Mulki, Karunya

doi:10.1007/978-3-319-47130-3_14

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…Media gawai atau aplikasi termasuk ke dalam teknologi tingkat tinggi. Sebuah aplikasi permainan dapat menarik anak untuk mudah mempelajari konsep bunyi karena memiliki visualisasi yang menarik terlebih dalam permainan memiliki tingkat kesulitan yang mudah hingga sulit (Basir et al, 2018;Nedungadi et al, 2016). Permainan yang menantang dapat melatih anak untuk tidak mudah menyerah dan melatih bagaimana berpikir logis dalam memecahkan sebuah masalah.…”

Section: Pembahasanunclassified

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Westhisi¹

2020

Al-ATHFAL J EDUC CHILD

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Speech delay becomes a phenomenon for children such as in English pre-reading instruction for non-native English speaker, thus it is needed a proper method for them. This study aims to identify the implementation of phonics method that used in an English pre-reading instruction for a child with speech delay. This study uses a case study which involves one teacher and one child with speech delay. The data obtained by interviewing a teacher and parents, observing the child, and identifying lesson plans. Thematic analysis is used to determine relevant themes of the topic. The results show each instruction has one objective, focuses on letters’ sound and spelling spelling two up to four sounds of a word, and a child could utter words clearly. Additionally, interactions with peers encourage a child to be competitive and enthusiastic. Furthermore, phonics method might be an alternative method for children with speech delay to acquire English pre-reading skills, especially in Early Childhood Education (ECE).

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Section: Pembahasanunclassified

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Westhisi¹

2020

Al-ATHFAL J EDUC CHILD

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“…Tablet-based education can foster literacy and education, link rural students with faculty at universities (Das and Singha, 2012), train teachers remotely (Bijlani et al , 2012), offer online science virtual labs to students who do not have access to traditional labs (Nedungadi et al , 2013), assist in learning disabilities (Geetha et al , 2013; Haridas et al , 2018) and remotely monitor classrooms (Nedungadi, Jayakumar and Raman, 2018; Nedungadi, Mulki and Raman, 2018). It can also provide the awareness needed to tackle various social and health issues (Chaudhary et al , 2010; Nedungadi et al , 2017). More advanced techniques such as personalization (Nedungadi and Raman, 2012), using character recognition (Jayakumar et al , 2016) and speech recognition (Jayakumar et al , 2016) for language learning provide detailed, individualized feedback to the learner while customizing presentation to suit the learner.…”

Section: Digital Literacy Education Modelmentioning

confidence: 99%

Towards an inclusive digital literacy framework for digital India

Nedungadi

Menon

Gutjahr

et al. 2018

Self Cite

111

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Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.

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“…This intervention strategy is supported by research indicating that increased resilience capacity in adolescents is associated with several factors, including family support, peer relationships, and school community involvement [42]. Previous studies have demonstrated the benefits of using mobile apps and educational software for educational support [40,43] and of a digital literacy framework for low-literate and rural settings [44].…”

Section: Introductionmentioning

confidence: 93%

Adolescents as Ambassadors in Substance Abuse Awareness Programs: Interpersonal and Intrapersonal Effects

et al. 2023

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This study explores an adolescent ambassador program that promotes substance abuse awareness in rural villages, and studies its effects on self-esteem, peer influence, and family communication. This school-based intervention was part of a larger program that mentored adolescent youth as change agents to promote health and social awareness in rural communities in India, in alignment with UN Sustainable Development Goal 3 (good health and wellbeing). One hundred and forty-three ambassadors between 8 and 18 years of age, representing rural communities in 23 economically challenged villages across 11 states of India, participated in the study. Adolescents were mentored to implement substance abuse awareness programs among their peers and the village community. During the training, the ambassadors used a variety of didactic, creative, and technological modalities. Pre- and post-analyses assessed ambassadors’ self-esteem, personal substance use, perceptions of peer substance abuse, comfort with discussing substance abuse, and perceptions of social support. Ambassadors’ self-esteem increased significantly. In addition, positive changes related to the perception of parents’ and friends’ attention, as well as comfort in addressing substance abuse topics with others, were observed.

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AmritaRITE: A Holistic Model for Inclusive Education in Rural India

Cited by 7 publications

References 7 publications

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Towards an inclusive digital literacy framework for digital India

Adolescents as Ambassadors in Substance Abuse Awareness Programs: Interpersonal and Intrapersonal Effects

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