Challenges and Issues Integrating Smartphones into Teacher Support Programs in India

Varanasi, Rama Adithya; Vashistha, Aditya; Parikh, Tapan S.; Dell, Nicola

doi:10.1145/3392561.3394638

Cited by 20 publications

(6 citation statements)

References 50 publications

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“…Technology is being increasingly adopted to support education in low-infrastructure contexts by providing resources to students and their families (Poon et al, 2019;Pouezevara & King, 2014;Valderrama Bahamóndez et al, 2011;West & Chew, 2014), as well as teachers (Cannanure et al, 2020;Konagai, 2020;Varanasi et al, 2019Varanasi et al, , 2020. While some devices are used exclusively in schools (Warschauer & Ames, 2010), others are designed for learning outside school to provide students the opportunity to continue learning at home and in their community (Kumar et al, 2012;Valderrama Bahamóndez et al, 2014).…”

mentioning

confidence: 99%

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

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School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

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confidence: 99%

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

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“…A significant factor of learning environment is teacher support. Teachers are expected to facilitate a secure and encouraging learning environment for their pupils, one that encourages their active participation and engagement (Varanasi et al, 2020). A compassionate, active teacher who builds sincere, trustworthy relationships with each student is the foundation of a supportive classroom (Lei et al, 2018).…”

Section: Teacher Supportmentioning

confidence: 99%

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

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To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning environments had a statistically significant association with anxiety. There was no association found between anxiety and any other teacher factors. The findings also show a positive and statistically significant relationship between students’ epistemological beliefs and self-efficacy, and a negative significant relationship between self-efficacy and anxiety. The research thus confirmed previous research by establishing a significant association between the nature of the learning environment and students’ cognitive outcomes.

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“…With proliferation of smartphones and cheap internet in Global South, teaching communities in low-resource settings have also started adopting technology in their profession [9,65]. However, their technology-mediated teaching practices vary significantly when compared to the teachers in the Global North.…”

Section: Support In Teaching Contextsmentioning

confidence: 99%

“…Firstly, teachers in the Global South mainly rely on smartphones for teaching purposes, as compared to laptops and desktops in the Global North, due to their cheap cost and ease of adoption in resource-constrained teaching environments [10,62]. Secondly, the smartphones used by teachers are often personal devices employed in work contexts, which add complexities that are not applicable to teachers teaching primarily through school-based technological infrastructure (e.g., smartboards, laptops) [65]. In addition, the pandemic pushed teachers, who had barely taught any classes remotely, to embrace hybrid teaching through smartphones [50].…”

Section: Support In Teaching Contextsmentioning

confidence: 99%

“…Among other strategies, seeking support has proven to be effective for mitigating stress, thereby highlighting the the need for understanding how teachers in low-income communities engage in support-seeking practices [65]. By gaining insights into these practices we can identify potential solutions to alleviate stress and promote more efficient and sustainable teaching approaches in resource-constraint settings.…”

Section: Introductionmentioning

confidence: 99%

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Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers’ Sociotechnical Support Practices in Low-income Schools

Gavade,

Sidotam,

Varanasi

2023

Proceedings of the 6th ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies

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Support plays a vital role in the teaching profession. A good support system can empower teachers to regulate their emotions and effectively manage stress while working in isolation. The COVID-19 pandemic has ushered in a hybrid form of education, necessitating the acquisition of new skills by teachers and compelling them to adapt to remote teaching. This new development further amplifies the sense of isolation prevalent amongst the teaching community. Against this backdrop, our study investigates the availability of sociotechnical support infrastructures for teachers in low-income schools while also looking into the support practices embraced by this class of teachers following the pandemic. Through 28 qualitative interviews involving teachers, management and personnel from support organizations, we demonstrate how teachers have largely taken the initiative to establish their own informal support networks in the absence of formal support infrastructures. Smartphones have significantly augmented these support practices, serving as both a valuable source of support as well as a medium for facilitating support practices. However, in comparison to other forms of support received from these sources, the availability of emotion-focused support for teachers have proven to be inadequate, creating imbalances in their support seeking practices. Our paper provides different contextual ways to reduce these imbalances and improve the occupational well-being of teachers. CCS CONCEPTS• Human-centered computing → Empirical studies in HCI.

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Challenges and Issues Integrating Smartphones into Teacher Support Programs in India

Cited by 20 publications

References 50 publications

Mobile Learning During School Disruptions in Sub-Saharan Africa

Mobile Learning During School Disruptions in Sub-Saharan Africa

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers’ Sociotechnical Support Practices in Low-income Schools

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