Innovation in Language Learning

The changing nature of classrooms and the introduction of technology in learning have posed new possibilities and challenges to the teacher workforce. Over the last 2 decades, technology has made deep inroads into education through assessments, learning games, interactive hardware, digital content, and a more recent phenomenon of tech-enabled classrooms. While these were initially adopted by high-end private schools, this trend is extending to base-of-pyramid populations in India. This paper will draw from the experience of the READ Alliance project (a brainchild of USAID and Center for Knowledge Societies) to reimagine the role of the teacher in blended learning classrooms. This project aims to spur an early grade reading movement in the country through incubating digital innovations and building partnerships within the ecosystem 

Regardless of the definitions used to describe each approach, at the heart of both blended learning and flipped classrooms is a learner-centered curriculum that changes the traditional roles of instructor and student. This paper provides an inside look into what this means to teachers? And the role of teachers in leveraging the best of technology and face-to-face instruction to address the unique learning styles of their students.

But in this VUCA world of learning, the role of the teacher is uncertain and ambiguous. Has technology replaced the teacher? Are teachers reduced to mere technical facilitators? Or is there a way to marry technology and human interactive teaching? Through a deeper look into the VUCA framework, this paper will further provide insight on how teachers can be better equipped to handle blended classrooms in an empowered manner.