Online Training as a Strategy for Continuous Professional Development (CPD) of Teachers

Abstract

The role of a teacher is regarded as one of the most demanding professions across the globe. Providing appropriate training to the teacher workforce is imperative to their physical, emotional, and mental well-being (UNESCO ICT Framework for Teachers, 2011). The National Education Policy (NEP) 2020 recognizes the need for Continuous Professional Development (CPD) of teachers on innovative pedagogies and digital technologies, due to which there are several efforts taken up at the national and international levels. During the pandemic, a sudden pressure on teachers and educators to use technology for teaching-learning provided ample opportunity and enhanced the scope of online training. There were a large number of online training planned and executed by various organizations and individuals to build the digital competency of teachers and educators. Several researchers have shown online training as an effective strategy for creating awareness. In the context of India, where there is a dearth of digital infrastructure and digital competencies among teachers and educators, it is essential to study the impact of online training as a strategy for capacity building of stakeholders in the use and integration of Educational Technology (ET) and Information Communication Technology (ICT) for teaching and learning. This research article aims to address this need by exploring the efficacy of online training as an alternative strategy for capacity building in the use of ET and ICT in educational settings. Hence a series of online training programs were conducted, and the response to such training was studied. Though the training was attended by most of the learners - teachers, and educators on their interest and motivation, the number of enrolment in these training programs reveals that there is a demand for online training for upscaling their competencies. The results of the study reveal that the representation of trainees of 36 states/ UTs in some training was encouraging. The data also indicates that participants from only 50 per cent of the states/ UTs participated consistently. Also, the data shows that the modality of communication and advocacy was found to play a crucial role in enhancing participation. Results revealed that nearly 60 per cent of the participants were found to achieve the expected performance in the post-training assessment. It may be interpreted that the online training program is an effective strategy for large-scale capacity building and enhances the overall scope for self-learning modalities. To reach out to a large number of beneficiaries in a very short period without much financial or physical constraint, online training of teachers and educators was found as a better strategy for creating awareness of the use and integration of ET and ICT. The findings of this study have the potential to make a significant impact on educational practices by shedding light on the effectiveness of online training in fostering awareness and proficiency in ET and ICT usage.