Embedding Technology in Education

Today morning, when I opened my newspaper (Times of India, Pune Edition), I started hearing an advertisement of Volkswagen. First, I thought it was my radio. Then, when I found the radio was switched off, I inadvertently closed the newspaper. The voice was also off. I opened the newspaper, the voice was on. Then I discovered the source. It was a tiny sound player, gummed to the advertisement in the newspaper, which was playing the advertisement as soon as the newspaper was opened.

Simply amazing! Today no one in my neighborhood or office is talking about anything but this advertisement. With such a novel, technology marvel, the Volkswagen has entered every house in Pune, and has covered all segments, establishing the brand in one minute.

This is where future lies. I always wonder: when will it enter education? With so much knowledge to acquire, with so many participants spread over a vast country, and with such a scarcity of quality teachers, why do we not yet take adequate advantage of the advancement in technology in education? We still practice chalk-and-blackboard method, still rely on tote for the old examination system, still teach without understanding its relevance and go on complaining about the increasing vices in the chaos that is education

Of course, there are institutional exceptions. There are still several people who are experimenting with blending education with technology. I am fortunate in working with one such institution in Pune, called Pune Institute of Computer Technology’s School of Technology and Management (PICT-STM). The institute has within a very short time, using (and adapting) computer technology and software, made the task of teaching subjects like Quantitative Techniques and Financial Modeling not only interesting but also relevant. It is already experimenting with advanced Learning Platforms which can benefit students from even distant places immensely. Its emphasis on creativity and freedom to faculty and students is ably assisted by the advanced technology in and out of class rooms. I am proud of my contribution in this effort and hope that other educational institutions will soon follow its example.

Whether you like it or not, the traditional knowledge sources, like textbooks, will have less significance tomorrow. They will be replaced by the “embedded” bugs, something like today’s Volkswagen sound players in the Times of India. They will be present in your (albeit, new Avtaars of) cell phones, newspapers, radios, TVs, or even napkins and tea-bags. As soon as you start using these “media”, they will start passing on knowledge, information and required analytical tools.

Hunting for the right "media" and creating such “bugs” is a challenge not only for the marketers but also for all social scientists, educationists in particular.

September 20, 2010