Constructivist teaching and learning with technologies in the COVID‐19 lockdown in Eastern India

Charania, Amina; Bakshani, Uchita; Paltiwale, Sumegh; Kaur, Ishmeet; Nasrin, Nikhat

This paper reports a study on teaching and learning strategies during the COVID‐19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre‐CLP involved using project‐based learning (PBL) with technology and continuous, practise‐based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre‐CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project‐based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP. PRACTITIONER NOTES: : Project‐based learning (PBL) with technology is related to constructivist use of technology which leads to higher order thinking skills and the learner's ability to adapt learning and knowledge in new contexts. Effective teacher professional development (TPD) is continuous, uses community of practise (CoP) groups and offers opportunities to practise new knowledge and skills in the classroom context. TPD for technology integration allows the demonstration and practise of constructivist pedagogies. Access to devices, connectivity and digital resources in the local language are major issues faced by students to connect with teaching and learning in the COVID‐lockdown period (CLP), especially students in underprivileged settings. : Prior exposure to PBL with technology and effective TPD when combined with demonstrations of this learning in a new context (COVID‐19 lockdown period, CLP required distance mode) will increase the likelihood of implementing PBL with technology in this new context. Besides increased use of technology, the CLP created a scope for adoption of teaching and learning pedagogies in the post‐CLP, such as the use of Instant Messaging Application (IMA) for a flipped classroom experience across home/social and school settings. : Standardised digital resources may not be the only solution for teaching and learning when schools have to be closed. Constructivist use of technology by students with project‐based learning (PBL), artefact creation on authentic tasks and inquiry‐based learning has the potential to transform students from passive consumers into active adapters in newer contexts like COVID‐19 lockdown period (CLP). Investment in practise‐based continuous professional development of teachers can develop a sense of agency and competence so that teachers can adapt technologies for constructive teaching pedagogies and mitigate access related challenges for students in different contexts. Integrate new teaching and learning strategies that emerged during the CLP in the curriculum and pedagogy of both in‐service and pre‐service teacher professional development.