Pandemics, like all-natural disasters, disrupt the normalcy of living. Covid-19 too, has disturbed the pattern. One of the major shifts was seen in the education system. Classes are now forced to move from the traditional set-up to the virtual setting. The impact of this transition was seen all over the world. Presently, India is cramped between the absurd games of lockdowns and unlocks. However, the question to ask is, after the complete unlock will we return to traditional learning? Or rekindle our imaginations for a new normal. Let us ponder on some of the questions which this lockdown raised.

Are we expecting too much from too little?

 As the coronavirus crisis worsens, it exposes the worrisome condition of our education system. Universities and schools are seen struggling to give credible teaching-learning experience to students. The gruesome digital divide among students and teachers further highlights the entrenched inequality. The Economic Survey of India 2018-2019 noted that India only spent 3 per cent of its GDP on education. Recently, National Education Policy 2020 announced to spend 6 percent of GDP in the education sector. The shallow nature of recommendation is exposed by noting that way back in 1964, Kothari Commission recommended the same. Even after almost 55 years our milestones are set same. It is impossible even to imagine investment in essential resources and infrastructure to digitize instruction and to learn with such limited funding. Thus the risk of pushing students permanently out of the education system grows manifold if we are to reimagine education in new normal.

Is remote learning an alternative?

Teachers, students and parents have realized that spending hours in front of a screen is an arduous task. Remote learning has reminded us of the importance of element of touch, physical and mental safe space of a classroom, social bonds and collaborative learning. Nevertheless, at the same time, it has offered itself as a viable option for unexpected crisis or high pollution days. Thus, we can incorporate educating teachers and students on the principles of blended learning and flip classrooms. Here online learning does not replace traditional learning, but both prove to be complimentary in the learning process.

Is it time to incorporate a new form of literacies in the curriculum?

In this lockdown, fake news seems to travel faster than Corona cases. There have been all kinds of false facts, doctored videos, and conspiracy theories circulating on social media. A significant part of these stories lies in spreading hate, superstitions, communalism and stigma towards particular communities. However, the question is, how can we educate teachers and students to differentiate between information, misinformation (false information shared accidently), disinformation (false information shared deliberately) and mal information (information used to inflict harm)? Digital literacy, with its offshoots like information literacy, media literacy, social media literacy and ethical literacy, can help address the challenge. Teachers and students both have to be educated on knowing where to find the information, how to evaluate its worth, to know when it is required, why it is required and simultaneously forming valid opinions and communicating it ethically with the larger audience. 

Is our privacy at risk?

With remote learning potential for mass surveillance has increased. Data of students and teachers are being recorded in third party software which poses a possible threat of monitoring activities both inside and outside of the classrooms. Teachers and students are also exposed to the gaze of parents, administration and practically anyone who wishes to snoop around. We anyhow never trusted our teachers. The prejudice was reinforced when the Delhi government proposed to provide live CCTV video feed to monitor students’ and teachers’ activities. Classrooms are not private space, but it is a relatively safe space which allows freedom of expression, creativity and autonomy to the beholders of the space, i.e. teachers and students. It is intimidating to think that they have to share their space with strangers. There is a high chance with constant monitoring students, and teachers will fall prey in the hands of state machinery’s propaganda tools. Policymakers have to step up to support teachers and students in privacy-respecting practices in both virtual and traditional set-up.