Education

A Science-Based Approach to Enhance Infants’, Toddlers’ and Preschoolers’ Language and Reading Skills

“There is an abundance of recent research on language learning that is generally not being used to help infants and toddlers learn language skills at higher levels.” says Dr Robert C. Titzer.

Published

5 years ago

March 22, 2019

Dr Robert C. Titzer

Babies are born ready to be in relationships – they are hungry for love and attention. It is up to us, as parents, to meet their basic needs. To feed them, keep them safe and warm and make sure they get lots of sleep. Babies will survive if we meet these very primitive needs, but we don’t just want them to survive we want them to flourish! As parents we shower them with love, we cuddle them and comfort them because they are the apple of our eye and we adore them.

There is an abundance of recent research on language learning that is generally not being used to help infants and toddlers learn language skills at higher levels. This research could be used to guide decisions made by parents, teachers, preschools, or governments to help infants, toddlers, and preschoolers learn language and reading skills more efficiently. The following principles are applied in the “Your Baby Can Learn” program which is designed to enhance young children’s language learning in multiple languages in a fun, multisensory way

1 PROVIDE INTERSENSORY REDUNDANT INFORMATION WHEN TEACHING LANGUAGE SKILLS.

Babies who see and hear words at the same time will have intersensory redundant information. Having redundant sensory information has been shown to help babies learn more complex tasks (Bahrick, Lickliter, & Flom, 2004). Babies have very good crossmodal perceptual abilities (e.g., Ruff & Rose, 1987), so infants who see and hear individual words can learn what the words look like in a way that is similar to how they learn how the words sound (Titzer, 1998; Massaro, 2012). Even 2-day old babies have learned arbitrary auditory-visual relationships (Slater, Brown, & Badenoch, 1997).

2 ISOLATE WORDS, THEN USE THEM IN FLUENT SPEECH.

Isolating words, then hearing the words in fluent speech helps babies who are new to a language learn word segmentation (Lew-Williams, Pelucchi, & Saffran, 2011) over only hearing words in fluent speech. In addition, the number of times a word was used in isolation, but not the total number of times the word was heard, was a predictor of later word usage (Brent & Siskind, 2001).

3 TEACH THE SHAPE BIAS EARLY IN INFANCY.

The shape bias is the tendency to generalise information about an object by its shape, rather than its colour, material, or texture when learning nouns. For example, the shape of a cup or a chair lets you know that you can drink from the cup or sit on the chair. The cups and chairs can be any colour and they can be made out of numerous materials, but their shapes provide the relevant feature that is more likely to determine the function of the object and its category. Babies who learn shape bias learn new words and categories more quickly (e.g., Landau, Smith, & Jones, 1988; Smith, 2000; Gershkoff-Stowe & Smith, 2004), so learning to pay attention to shape earlier is very important. Smith, Jones, Landau, Gershkoff-Stowe, and Samuelson (2002) showed that 17- month-old infants can be taught to have a stronger shape bias in a laboratory setting in four 15-minute sessions and once they are taught they also learn new words in their home environments at faster rates. The videos, books, and word cards used with this approach intentionally vary the nonrelevant features of written words such as the font colour, background colour, and size while keeping the generalisable shapes of the words relatively constant by varying the fonts in order to teach babies the shape bias.

4 FREQUENCY EFFECTS IN LANGUAGE LEARNING ARE IMPORTANT, SO INCREASE THE INFANTS’ QUANTITY OF RELEVANT LANGUAGE.

The frequency effect states that when other factors are equal, a higher frequency of an aspect of language leads to more language learning. Frequency effects in language learning are found when infants or children are learning single words, simple syntactic constructions, and more advanced syntax as well as in other areas of language learning (Ambridge, Kidd, Rowland, & Theakston, 2015).

5 PROVIDE CLARITY OF LANGUAGE.

In many situations, there are numerous possible meanings when parents say words. For example, if someone says the word cup while drinking from a cup the baby must determine what is meant. Does the word could refer to the person, the action of drinking, the colour, size, or material of the cup, a part of the cup, the entire cup, or many other possibilities. It is very important to provide clear meanings to help babies learn words more efficiently. Cartmill, Armstrong, Gleitman, Goldin-Meadow, Medina, and Trueswell (2013) found that the clarity of the language input from parents predicted vocabulary three years later.

6 PROVIDE VARIOUS REPRESENTATIONS FOR THE SOUNDS, SHAPES, AND MEANINGS OF WORDS.

People say the same words in slightly different ways, so ideally, babies should hear men, women, girls, and boys saying the same words. This helps them generalise the sounds of the words. The same is also true with written language – the non-relevant factors such as colour, size, background colours, etc. should vary. The fonts are more relevant, but they should also vary to help the child’s ability to generalise to other fonts or even handwritten words.

When learning new words, babies are usually learning a category. For example, the word chair does not refer to only one chair. The variability of the exemplars plays a large role in whether children generalise the meaning of the word to a wide variety of chairs. Perry, Samuelson, Malloy, and Schiffer (2010) taught 12 categories to 18-month-old babies using either low or high variability. While both groups learned the exemplars that they were taught, Perry et al. (2010) found that increasing the variability of the exemplars helps babies generalise ordinal category words (such as chair) as well as superordinate categories (such as furniture).

7 THE DIVERSITY OF LANGUAGE IN A CHILD’S ENVIRONMENT SHOULD CHANGE OVER TIME.

Initially, repeating some high frequency words many times helps the baby learn the first words. Once infants have a strong shape bias, then they typically learn new words at a faster rate (e.g., Smith, 2000). Over time, the diversity of language drives the size of the child’s vocabulary, so the number of different words spoken to the child should increase. One of the benefits of reading books on many topics to children is the relatively large number of infrequently used words in children’s books.

8 MAKE LANGUAGE LEARNING INTERACTIVE.

For newborn infants, language learning can be relatively passive. By around 6 months of age, babies should be asked to say words, do physical actions related to the meanings of words, or answer questions about words. As infants learn language and motor skills, then parents and teachers can have early conversations with babies. Recent research shows that the number and quality of conversations becomes increasingly important around 18 months of age. “Conversational turns” between 18-24 months of age predict language scores 10 years later (Gilkerson, Richards, Warren, Oller, Russo, & Vohr, 2018).

9 TEACH MULTIPLE LANGUAGES SIMULTANEOUSLY INSTEAD OF SEQUENTIALLY.

Bilingual infants who learned two languages simultaneously from birth were compared with bilingual infants who learned languages sequentially after mastering the first language (Kousaie, Chai, Sander, & Klein, 2017). Simultaneous bilinguals had more optimal brain development and improved cognitive control. Cognitive control (also called executive control) makes flexible thinking and complex goal-directed thought more likely. The research points in the same direction for language learning that earlier is better and that simultaneous learning of language skills provides for more efficient brain development compared to sequential learning.

Evidence that this comprehensive approach works

The above scientific principles work individually as detailed above. The Your Baby Can Learn programme applies these principles. As new scientific studies are completed, the program adjusts to incorporate new information to improve the approach. A large component of the approach is educating the parents and caregivers about how to talk to babies and toddlers. Studies on this language enrichment program have spanned three decades with numerous researchers collecting data. The general findings are that babies, toddlers, and children who use this program learn additional vocabulary from using this approach and they learn to read words (Titzer, 1998, 2019, Downey, 2002; Perkins, 2009; Hare, Baldwin, & Okoth, 2013; Thompson & Titzer, 2019; Titzer & Thompson, 2019; Thompson, Titzer, Tarver, & Woods, 2019). One study had mixed findings where the parents reported positive results (that the babies learned vocabulary and to read words) and the researchers did not (Newman, Kaefer, Pinklam, & Strouseet, 2014). Additional positive data have been collected in Your Baby Can Learn classes in Hong Kong, the US, India, and other countries. An Anganwadi Project study (Raja & Patil, 2018) in Bangalore showed that the very young children learned English words using the program even though they did not get to use the program very frequently. In Hong Kong, many babies who used the program regularly have scored perfect scores on word reading tests (Titzer, 2019). A case study (Titzer, 1998) found that a baby who started at 3 months and 9 days could read more than 400 words by age 12 months and simple baby books that she had never seen by 18 months including sounding out novel words phonetically. In another study, 260 out of 261 parents with babies who consistently used the series said the program had a “positive” or “very positive” effect and none said it had a “negative” or “very negative” effect (Titzer, 2019). Hare, Baldwin, & Okoth (2013) used families with low SES in a longitudinal study and found 95% of parents said their babies or children learned vocabulary words from the program and 81% said their babies or children learned to read words using it. Downey (2002) found that young children with autism learned to read words from the program even though they only used the video part of the program. Studies show that babies who use the program learned to read an average of 17 out of the 20 words on the word reading test and they scored a full standard deviation above a same-socioeconomic status comparison group on overall language skills (Thompson & Titzer, 2019) and almost a full standard deviation above the comparison group on overall cognition (Titzer & Thompson, 2019).

Robert C Titzer Ph.D. is an American professor and infant researcher who created an approach to teach babies written language that later resulted in the Your Baby Can products. He has been a professor, teacher, and public speaker on human learning, and is founder of the Infant Learning Company, a company that produces learning products for infants.

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Education

One Size Doesn’t Fit All: The Need for Personalised Learning

Published

8 mins ago

May 2, 2024

Team ScooNews

The image is generated using AI

Once upon a time, in the heart of a bustling town adorned with the charm of old and new, there lay a school that seemed plucked from the pages of a storybook. The Enchanted Academy, with its sprawling lawns and majestic halls, was a place where every child was believed to be a star, destined to shine. Among these stars was a quiet moon, Rohan, whose light seemed to flicker in the overwhelming brightness of others.

Rohan, with his gentle eyes and silent ways, moved like a shadow through the corridors of opulence. The teachers, with their well-meant methods and hearts full of old tales of success, saw him but didn’t truly see him. They believed in a spell – the “one-size-fits-all” charm, which they thought could unlock the potential in every child. But magic, as the wisest of us know, cannot be forced into uniformity.

One day, under the vast canopy of the ancient banyan tree that stood watch over Enchanted Academy, Rohan’s teacher, Mrs. Verma, decided it was time to unravel the mystery of his silence. Armed with the same enchantments she had used time and again, she led him to an empty chamber, a place where many tales had been told and many woes had been comforted.

“Close your eyes and imagine a world of peace,” she coaxed, her voice a gentle breeze. But what she didn’t know, what she couldn’t have known, was that Rohan’s silence was a fortress guarding him from memories too painful, from a reality where he was the moon amidst stars too harsh. The tranquillity she offered turned into a storm, for closing his eyes only brought him closer to the darkness he faced each day – not from monsters of fairy tales, but from fellow students, his supposed comrades in this magical journey.

The revelation came not with a whisper but a tempest, as Rohan found himself lost in a maelstrom of fear, his quietude breaking into a cry for help. It was a moment of awakening, not just for Rohan, but for Mrs. Verma too, as the veil lifted, revealing the truth that lay hidden in plain sight.

Later, in the quiet sanctity of his home, Rohan shared his tale of torment with his mother, his voice a mere echo of his former self. The harassment and abuse he had endured from his peers, the knights and princesses of this enchanted world, came to light, painting a stark contrast to the storybook façade of Enchanted Academy.

The tale of Rohan is not just his but a reflection of many moons dimmed by the glare of standardised spells, a reminder that in a world filled with diverse souls, the magic of education lies not in uniformity but in understanding the unique melodies each child carries within.

As the Enchanted Academy learned to navigate this new chapter, a question lingered like the last note of a song, resonating through the halls of learning everywhere: How long will we continue to cast the same spell, expecting to unlock every door, when the keys we hold are as varied as the hearts they are meant to open?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

Vice President of India Inaugurates The Kulish School of Patrika Group

Published

24 hours ago

May 1, 2024

Team ScooNews

One of India’s leading media houses – Patrika Group – commemorated a great event in their history with the start of Kulish School, a lighthouse of educational center led by the respected Vice President of India, Mr. Jagdeep Dhankar. The extravaganza was held on 30th April signalling the start of a new epoch of academic achievement and social improvement. Besides, during the program, the statue of Mr. Kirpal Chandra Kulish, the founder of Patrika, was also unveiled by the Deputy President.

The Kulish School, the ambitious enterprise of the Patrika Group, recognizes the importance of foresight and community involvement, which is made evident by the school. Named after Kulish Ji who is remembered historically for bringing in constructive alterations, the school is ready to redefine education to become a transforming movement.

The principal of the school, Debashish Chakraborty, introduced the school as a cutting-edge innovation, further saying, “We seek to harness the power of play and experimentation to expose our students to the most complex ideas of innovation and creative technology.”

The Kulish school is based on cutting-edge tech coupled with Vedic knowledge and principles propounded by Kulish Ji. Mrs. Vrinda Kothari, Director, Board of Governors conveyed, “To Kulish Ji education meant skilled and virtuous educators imparting knowledge that brings self-awareness and joy to individuals by developing not just the body and intellect but also enriching their soul and minds.”

“In schools, the presence of the divine diminishes. In other words, Indian culture, nature, and concepts like unity with the universe become obscure in life. No one has an answer to what should be taught and why.” as stated by Gulab Kothari Ji, he further stated, “What nature had given, education has taken away. Now, the individual has become secondary, and the body is the primary objective. The soul bids farewell to life without truly living it. This is the rarity of a meaningful human life!”

The epitome of the event was the keynote lecture by the Hon’ble Vice President of India, Shri Jagdeep Dhankar. He expressed, ” I wish I were a kid; I would love to study at The Kulish School. This school is Rajasthan’s pride and a priceless diamond. The Kulish School Will Set a Global Benchmark. Where the students of the school will go, I can’t even imagine, as they will achieve much higher. The Kulish School will be a lasting investment in the future and the history of education, putting the family’s name in golden words in the future of education.”

Therefore, the launch of The Kulish School represents a milestone, a bold move toward to shape education for a better tomorrow by the founder’s visionary imagination and showing the way for the upcoming generations.

Education

Empowering Education: LASSI 2024 Concludes with Success and Inspiration

Published

2 days ago

April 30, 2024

Team ScooNews

The curtains have closed on a successful edition of Liberal Arts and Science Symposium India (LASSI 2024), hosted by ScooNews in collaboration with Good Shepherd International School, Ooty. The symposium, held at the picturesque campus nestled in the Nilgiri Hills, saw an unprecedented gathering of educators, students, and industry experts from around the world.

Themed ‘Shaping Tomorrow,’ LASSI 2024 surpassed expectations in providing a platform for insightful discussions, innovative ideas, and collaborative initiatives in the realm of Liberal Arts and Sciences education. Over the course of the event, attendees had the opportunity to engage in a diverse array of masterclasses, keynotes, and case studies, each offering valuable insights into the transformative power of Liberal Arts education.

Reflecting on the success of the symposium, Jacob Thomas, President of Good Shepherd International School, Ooty, remarked, “LASSI 2024 has been a testament to the spirit of collaboration and inquiry that defines our institution. We are proud to have facilitated meaningful discussions and exchanges that will shape the future of education in India and beyond.”

The event was helmed by Prof Anil Srinivasan & Chetnaa Mehrotra who set the context for the 2-day event as the Summit Curators. Reflecting on the dynamic sessions that unfolded at LASSI 2024, attendees were treated to a diverse range of insights and discussions that shaped the future of education. From Jacob Thomas‘ exploration of emerging technologies to Maheshwar Peri‘s elucidation on Liberal Arts programs in India, each session offered a unique perspective on educational advancement. Vivek Atray‘s interactive Ask Me Anything session, alongside Naman Kandoi and Vardan Kabra‘s discourse on building artistic learners, sparked lively conversations on leadership and innovation. Reena Gupta and Rahul Batra‘s exploration of liberal education further underscored the importance of inclusion and empowerment in academic settings. Outdoor activities and workshops added a touch of experiential learning, while Radhika Lobo and Nisha Bhakar delved into pedagogy and curriculum development. The symposium culminated in a captivating musical performance by Prof Anil Srinivasan, leaving attendees inspired and enlightened. With engaging discussions and impactful presentations, Day 1 at LASSI 2024 proved to be a transformative event for educators, students, and industry experts alike.

Day 2 began with Professor Sugata Mitra‘s inspiring session on redefining educational norms that left a lasting impact on attendees. Sandeep Sethi‘s spotlight session explored innovative approaches to education through monuments, theatre, and folk art, shedding light on alternative learning methods. Attendees engaged in an interactive “Ask Us Anything” session with all speakers, fostering open dialogue and exchange of ideas. The Fishbowl Session on the 21st-century school, led by Dr. Venka Purushothaman and Chetnaa Mehrotra, provided valuable insights into the future of education. Meanwhile, students had the opportunity to participate in a workshop led by Prof. Anil Srinivasan, where they explored the concept of creating a startup in the classroom. After a lunch break, the afternoon session kicked off with an open mic segment, allowing attendees to share their perspectives and experiences. Akhila Ramnarayan and Dr. Vijila Edwin-Kennedy led a session on the significance of liberal arts education, prompting reflection on its relevance in today’s society. The day concluded with a student panel discussion on the decision to take a gap year, offering valuable insights into the benefits and considerations of such a choice.

In addition to thought-provoking discussions, LASSI 2024 showcased leading Liberal Arts colleges from India and abroad, providing attendees with valuable insights into their educational options. Success stories and groundbreaking research findings presented at the symposium underscored the transformative impact of Liberal Arts education on both careers and personal growth.

As the symposium concluded, ScooNews and Good Shepherd International School expressed their gratitude to all participants, sponsors, and partners for their invaluable contributions to the success of LASSI 2024. Looking ahead, both organisations remain committed to fostering collaboration and innovation in education, continuing the momentum generated by this landmark event.

Education

Vape Awareness: Mist of Misconception

Published

2 days ago

April 30, 2024

Team ScooNews

Image Source- Envato Elements

In the glitzy lanes of South Delhi, where luxury and legacy intertwine, the tale of Vihaan and Tunnisa begins to unravel. These two, born into privilege and the whispers of high society, sought the thrill of independence one night, convincing their parents of a harmless night out and escaping to the city’s most exclusive club.

“Trust us, it’s just a bit of fun,” Vihaan assured his parents with a grin, his words dipped in the confident, laid-back drawl characteristic of South Delhi’s elite. Tunnisa, flicking her hair with a laugh that chimed like crystal, added, “Yeah, we’ll be super safe, you know. It’s all chill vibes only.”

The club was an electric universe unto itself, pulsating with beats that echoed the heartbeats of Delhi’s young and restless. It was here, amidst the sea of moving bodies and throbbing music, that Vihaan and Tunnisa encountered the ubiquitous presence of vapes, each puff a symbol of the carefree rebellion they yearned for.

“Honestly, it’s like, not even bad for you,” Vihaan mused aloud, a sleek vape pen dangling between his fingers, reflecting the strobe lights. “It’s all water vapour, right? Way classier than smoking.” Tunnisa, taking a delicate drag, nodded in agreement. “Totally. It’s just flavour. Plus, it looks so cool,” she said, her voice a melody of nonchalance and privilege, unaware of the shadows that lurked behind the veil of vapour.

The backdrop to their night of whispered defiance and veiled clouds is starkly illuminated by a survey conducted by the Think Change Forum (TCF), titled “Ideas for an Addiction-Free India.” Among 1,007 students aged 14 to 17, an astonishing 96% were clueless about the ban on vapes in India, with 89% blissfully unaware of the health risks shadowing their fashionable accessory. The revelation that 52% perceived vaping as “completely harmless,” and another 37% saw it as “moderately harmful,” underscores the bubble of misconception that Vihaan, Tunnisa, and their peers inhabit—a bubble punctured only by the piercing truth of ignorance.

As the night faded and reality dawned with the sobering light of day, Vihaan and Tunnisa’s fleeting rebellion against the norms left them standing on the precipice of a larger conversation, one that transcends the boundaries of nightclubs and enters the realm of health and awareness.

Their story, echoed in the laughter and whispers of countless others, beckons us to ponder a critical question that resonates with urgency and concern:

In a society that dresses danger in the guise of trend and tradition, how do we pierce the mist of misconception to reveal the truth about vaping to our youth? How do we ensure that the quest for social stature and the allure of belonging do not cloud the judgement of our future generations?

Education

Seasoned Educator Nilam Sharma Takes Helm at The Vedanya School

Published

3 days ago

April 29, 2024

Team ScooNews

Ms. Nilam Sharma, Head of School, VIS

The Vedanya School, situated in Flower Valley, Gurugram, has officially announced Ms. Nilam Sharma as the new Head of School starting April 2024. With an extensive career spanning three decades, Ms. Sharma is set to bring a wealth of knowledge and experience to her new role.

Ms. Sharma’s professional journey is distinguished by a 22-year tenure at The Heritage Xperiential Learning Schools in Gurgaon, where she not only was a founding member but also held various leadership positions, including Head of Primary School, Director of Early Years, and Head of School at their Sector 57 campus.

Throughout her career, Ms. Sharma has been dedicated to elevating the standard of education. She has been at the forefront of an in-house teacher development programme, the creation of stimulating learning environments, and the launch of community outreach initiatives. Her commitment to educational excellence has seen her travel extensively both domestically and internationally, engaging with some of the world’s foremost educational methodologies. She has enriched her pedagogical repertoire through training with Waldorf and Expeditionary Learning Education and participation in summer school at the esteemed Reggio Emilia in Italy.

Ms. Nilam Sharma’s educational philosophy is heavily influenced by the teachings of luminaries such as Sri Aurobindo, Rabindranath Tagore, Loris Malaguzzi, and Jiddu Krishnamurthy. Her approach to education is both diverse and comprehensive, encapsulating a curriculum that not only imparts knowledge but also fosters human values and capabilities.

As she steps into her new role at The Vedanya School, Ms. Nilam Sharma is poised to continue her passionate advocacy for quality education through innovative practices and an ethos that nurtures the whole child. ScooNews congratulates her and wishes her luck in accomplishing her vision for the future of learning.

Education

Beyond Appearances: Prachi Nigam’s Triumph and The Pressures of Appearance-Based Bullying in Schools

Published

3 days ago

April 29, 2024

Dhruv Chhabra

Image Source- BBC Hindi

The news of Prachi Nigam, a diligent 10th UP Board Topper, unleashed a disturbing chapter in the history of our society. Despite her unquestionable academic talent being the main topic of a discussion it was superseded by the inappropriate emphasis on her appearance. These events clearly underline the intricate and destructive beauty standard that plague the learning institutions.

It perhaps resonates with the fact that, in the process, we form these gigantic LED screens of illusory beauty standards, which subsequently hover over our young, leaving long shadows behind their achievements. Even if they keep advancing up the ladder of academic strength, their way at the top is checked through the view of how attractive they are. The risk of humiliation due to poor marks and failing an exam is unavoidable. The true woe Prachi has is the desire for anonymity despite her impressive winning activities, which emphasises how emotional hearts of young people can be dysfunctional from such pressures.

Time has come for all of us, as a society, to shape direction which mostly depends on whether empathy has the right place in our classrooms or not. Let this be a lighthouse to the teachers to build suitable defences of comfort around the children thus, no kid should be caught hiding from scrutiny in the shadows. Teachers are doing not only a transmission of knowledge but also establishing an arena where jokes and laughter is shared with no one’s dignity being mocked. When a person makes fun of someone for his/her looks, it should not have a tolerance or a laughter of agreement but condemnation with the sober reminder of respect and tolerance.

The heart of our education philosophy must be the acceptance that the human body is the norm, in its different shapes, and be explained that those changes in adolescence, which are taken as anomalies, are just threads in the rich diversity of our human experience. The burden exists equally in both teaching our young boys that hair is a natural part of a woman’s presence and passing judgement or hearsay based on the absence of hair is unjustifiable, besides disrespectful.

Creating a monument for our schools is to convert them into sensitive meeting places where each child can grow up in freedom without the worry of being dug out for their uniqueness. These classrooms nurture compassion from which the saplings of mature citizens emerge; their spiritual vision awakening the logical perception which glimpses beyond obvious matters. However, beauty is a kaleidoscope, and for our brains, the time to adjust to its actual spectrum is right at hand.

When building up such an environment, we do not just educate students, we plant the seeds of change in a world where people are cherished not by the size and shape of their bodies but by their uniqueness and achievements. The story of Prachi standing fearlessly up to the rushing flood of hate, should sound in the corridors of every school, it would be among the strongest lessons in fortitude and the ability to endure as an example.

We are not merely shaping the students of today but creating a world where every young Prachi will find a space to fly free from unwarranted prejudices. As educators, students, and members of this complex society, we need to topple the divergent walls of superficial standards and in their place to grow a garden which allows every flower, despite how it differs from others in terms of size, colour or shape, to be valued for the gift that it brings to the world. It won’t be until after when we can say we have not failed our children, only when we can tell that we are proud of having brought up not just scholars, but decent human beings.

Education

Beyond The Screen: Virtual Battles, Real Consequences

Published

6 days ago

April 26, 2024

Team ScooNews

The image is generated using AI

In the vibrant corridors of Eduson College, amidst the chatter of aspirations and the rustle of textbooks, lived the story of Rishi, a student whose world oscillated between the realms of academia and virtual battlegrounds. With the close of each school day, Rishi, like many of his peers, descended into the digital trenches of PUBG, where victories were counted in kills and survival was the sole creed.

Rishi’s descent into the gaming vortex was gradual but consuming. The initial allure of camaraderie and challenge on the virtual battlefield soon morphed into an addiction that blurred the lines between entertainment and obsession. Night after night, the glow of his screen illuminated his singular focus, as the real world, with its demands and duties, faded into the background.

The consequences of Rishi’s digital dalliance were manifold. Physically, the hours spent in gaming marathons manifested as blurred vision, a constant crick in his neck, and an unwelcome weight gain. Academically, the sharpness and concentration that once defined his scholarly pursuits dulled, replaced by a pervasive lethargy that clouded his thoughts and ambitions.

But the ramifications extended beyond the tangible. The aggression and competitiveness that were once confined to the game began to seep into Rishi’s interactions, straining relationships and isolating him from those who once comprised his support system. The virtual victories, once a source of exhilaration, now served as a stark reminder of the disconnect between his online persona and the person he aspired to be.

As the reality of his situation dawned on him, catalysed by a reflective conversation with a concerned mentor at Eduson College, Rishi began to question the path he was on. Was the ephemeral thrill of digital dominance worth the erosion of his health, his relationships, and his future?

This narrative, while fictional, echoes the experiences of countless young adults ensnared in the web of gaming addiction, challenging us to confront the shadow it casts over their lives.

Following Rishi’s tale, it’s imperative to ground our understanding with tangible insights. A recent survey conducted among 200 students aged 18 to 20 years, as published in the International Journal of Science, Technology and Management (IJSTM), sheds light on the gripping nature of gaming addiction. The study revealed (undertaking 122 boys and 78 girls) that students have been significantly impacted by frequent engagement with violent video games such as PUBG. Key findings underscore the learning of aggressive attitudes and behaviours, diminishing eyesight, and reduced concentration in studies as the three primary adverse effects of prolonged game play.

As we navigate the story of #BeyondTheScreen, a crucial question beckons for reflection: How can we, as a society, educators, and families, foster environments that encourage balanced engagement with technology, ensuring that the digital worlds our students explore enhance, rather than detract from, the richness of their real-world experiences and potential?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

India’s Eupheus Learning Recognised in TIME’s World’s Top EdTech Rising Stars of 2024

Published

7 days ago

April 25, 2024

Team ScooNews

New Delhi, India – April 25, 2024 – Eupheus Learning, an Indian school-focused distribution platform, has been featured in TIME’s list of the World’s Top EdTech Rising Stars for 2024. The company, known for its innovative educational solutions, was recognized for its significant revenue growth over the past three years.

Amit Kapoor, Co-founder and CEO of Eupheus Learning, commented on the achievement, saying, “We are honoured to be recognized by TIME and STATISTA as one of the world’s top EdTech rising stars. This acknowledgment reflects our continuous pursuit of excellence and the positive impact our initiatives have had on the education sector.”

Eupheus Learning distinguishes itself in the educational sector by bridging the gap between in-classroom and at-home learning environments. Established in 2017, the company has quickly grown to serve over 10,000 schools across India, reaching one in every four premium private schools nationwide.

The company largely attributes its success to its pedagogically differentiated and technology-driven solutions, designed to meet the changing needs of educators and students. Their approach integrates various learning tools that cater to Kinaesthetic Learning, Reading Enhancement, STEM/STEAM, and English language learning.

Eupheus Learning’s initiatives include conducting Storytelling Sessions for Kids, hosting Olympiads, and organizing Coding Competitions, which have contributed to its strong market presence. The company aims to expand its reach to 10 million children in India through its classroom-first and curriculum-focused approach.

The recognition by TIME and STATISTA underscores Eupheus Learning’s commitment to empowering educators and students with innovative solutions that support lifelong learning and holistic development. This acknowledgment serves as a testament to Indian companies constantly influencing the global education landscape positively.

Education

Kerala Sets National Benchmark with AI Training Programme for 80,000 Teachers

Published

7 days ago

April 25, 2024

Team ScooNews

Image Source- Envato Elements

In an unprecedented move to integrate Artificial Intelligence into the educational framework, Kerala is set to launch a comprehensive AI training programme for approximately 80,000 secondary school teachers. Scheduled to begin on May 2, this initiative, spearheaded by the Kerala Infrastructure and Technology for Education (KITE), aims to revolutionise teaching methodologies and learning outcomes across the state.

Empowering Teachers with AI Skills

The three-day training programme is designed to empower teachers from Classes 8 to 12 with essential AI skills, enhancing their pedagogical techniques and ensuring they are adept at utilising advanced technologies in their teaching practices. The focus is on summarisation techniques to simplify complex documents and generate concise summaries from PDFs, images, and videos, ensuring key information is retained and even creating new content using AI tools.

Innovative Training Modules

Further enriching the training curriculum, KITE has incorporated sessions on Prompt Engineering and Machine Learning, which will enable teachers to craft precise prompts that maximize the utility of AI tools. This hands-on approach not only enriches their understanding of AI mechanisms but also allows them to apply these skills practically in educational settings.

Additionally, the programme will introduce AI-driven assessment techniques, providing teachers with new methods for designing diverse question formats and optimizing the assessment process through customisable tables, graphs, and charts.

Master Trainers and Personalised Learning

Under the guidance of 180 Master Trainers who have undergone a comprehensive one-month AI training, the programme is set to deliver high-quality education and support to teachers. According to K Anvar Sadath, Chief Executive Officer of KITE, “This programme not only equips teachers with cutting-edge AI capabilities but also fosters a culture of responsible AI usage.”

The training also aims to personalize learning activities to cater to individual student needs and adapt resources to be inclusive for students with disabilities, ensuring a holistic and equitable educational environment.

Pioneering a Future-Ready Educator Workforce

This bold initiative by Kerala not only promises to transform the educational landscape within the state but also sets a stellar example for other states to follow. The integration of AI into teaching practices is not just a progressive step towards modernizing education but also essential in preparing a future-ready educator workforce.

By investing in such forward-thinking programmes, states can ensure that their educators are not left behind in the rapidly evolving technological world. The benefits of equipping teachers with AI skills extend beyond enhanced educational outcomes; they include fostering an environment of innovation and critical thinking, crucial in nurturing the next generation of thinkers and leaders.

Why Other States Should Follow Suit

The success of Kerala’s initiative could serve as a catalyst for national educational reform. Other states stand to benefit immensely from implementing similar training programmes, which would not only elevate the quality of education but also strengthen the infrastructure of learning by integrating technology and innovation.

As reported by India Today, Kerala’s AI training programme is a pioneering effort in the realm of educational technology in India, setting a benchmark for others to emulate. It underscores the state’s commitment to creating an educational system that is inclusive, innovative, and in tune with the needs of the digital age.

In conclusion, Kerala’s approach provides a scalable model of how technology and education can intersect to create impactful learning experiences. This initiative not only enhances the capabilities of current educators but also ensures that the educational sector can adapt and thrive in an increasingly digital future.

Education

Marked by Marks: The Stereotyping of Student Potential

Published

1 week ago

April 25, 2024

Team ScooNews

The image is generated using AI

In the corridors of Prestusse Academy, where aspirations soared as high as the academic standards, Riya stood at a critical juncture. With her heart tethered to the humanities, she yearned to explore the vast landscapes of history, literature, and art. Yet, the societal symphony championing the supremacy of science and mathematics orchestrated a different path for her. Under the immense pressure of family expectations and societal norms, Riya found herself capitulating, stepping onto a path that was not her own.

As she enrolled in the science stream, a part of her spirit wilted. The subjects that once ignited curiosity and wonder in her peers seemed to her like insurmountable walls, blocking the view of her true passions. Despite her efforts, Riya’s academic performance, once stellar when fuelled by genuine interest, became painfully average. The accolades and recognition that used to be frequent visitors in her life now passed her by, unaware of her presence.

The transformation was stark. Riya, who could once articulate the beauty of a poem or the intricacies of historical events with unparalleled eloquence, now found herself lost in the labyrinth of equations and scientific theories. Her confidence, which was once anchored in her intellect and creativity, began to erode, leaving her to question not just her academic choices, but her inherent worth.

The decision to forgo her passion for the humanities in favour of a more ‘prestigious’ stream haunted her. Each day in the science class served as a reminder of what she had sacrificed at the altar of societal expectations. The vibrant discussions and debates that characterised humanities classes were now replaced with a silence that weighed heavily on her, a constant echo of her misplaced aspirations.

As the years passed, the repercussions of her decision rippled through her academic career and beyond. The girl who once dreamt of becoming a historian or a literary critic now found herself meandering through life, devoid of direction. Her attempts to reconnect with her passion for the humanities felt like too little, too late. The confidence and zeal that once defined her were replaced with a sense of mediocrity, as she became a jack of all trades, but master of none.

Riya’s story is a sombre reflection on the cost of conforming to societal pressures at the expense of one’s true calling. It begs the question: How many bright futures have been dimmed by the shadow of conformity? How many Riya’s must we witness before we acknowledge that the true measure of success lies not in the stream chosen, but in the passion and perseverance with which one pursues their dreams?

The tale of Riya’s detour from her passion to a path laid out by societal norms ends with a hard-hitting question for every stakeholder in a child’s education: Are we nurturing the seeds of individual talent and passion, or are we imposing our own unfulfilled aspirations and societal biases, thereby stunting the growth of potential luminaries in fields they were never meant to shine in?