Hello, everyone. So it would be great to know about your background. So if you're a teacher, please write teacher. If you're a designer, just a designer, it would be great to know who all do we have as attendees today. Hi, Christa. Hi, Gussie.

So, hi, everyone. Today we're gonna be having shee as uh our speaker to tell her, tell, say a little bit about her background. She's a learning designer who have worked previously in education space across classroom teaching policy and technology domain. She's passionate about uh learning and development and making online learning more accessible, engaging and outcome focused. She has been a teach for India fellow part of a global movement to address educational inequality in the world. She is currently pursuing her master in the education and technology from the university College London. So Sheely, there is something coming up in my mind since I uh entered your Lincoln in, you don't have an engineer background and you're not a programmer. So how are you into technology?

Great. So that's a, that's a very interesting question, Selva and I get this, I mean, I get this question a lot of times um this is actually a big myth uh in education, technology that if you are not from a, from an engineering background or if you're not a coder or if you do not have like multiple certificates um in programming languages, you cannot be in the technology sector.

And I think this is exactly why uh we do conferences like this women in technology where we also talk about how there are not just technical roles in technology, there are also multiple roles where there's a high demand of people coming from diverse backgrounds, people coming with, you know, different perspectives and lens and which is, which is how I landed up in the sector.

So I I do not come from as exactly what you said, I do not come from a cold tech background. I was a literature student actually. So my background is in literature and I was just passionate about education and that's how I moved to teach for India for my fellowship. And then I just wanted to learn more about how technology is used in education uh at a large scale. And that's how I kept moving from policy sector to technology. And that's how I realized that, you know, there is a dirt of people from different backgrounds. What's really happening is that this whole industry is sort of getting saturated with people coming from, you know, technical backgrounds.

And what happens is that there are no, you know, critical questions in the meeting rooms and nobody is asking those questions that comes from actually, you know, humanities, social sciences or arts. And which is exactly why we need, we need, you know, more and more people coming from those sectors. So I work as a learning designer just a quick background uh before we begin the session and uh a learning designer for those of you who do not know what that means is that I'm responsible for uh conceptualizing and designing what really goes in a program. So when you do sign an online program or an offline program for that matter, in education, what our technology would you use? Why would you use it? How would the students actually, you know, perceive it? What would be the student actions? How would the whole journey and experience of learning look like? That's exactly what I do. And, and I'm sure a lot of uh people who are here right now, I can see there are instructional designers and cybersecurity interns. If you are in these organizations, you must have seen uh people who come from these backgrounds to become instructional designers or, you know, learning designer for that matter. So I would like to uh actually begin, I would like to start sharing my screen.

Uh just a heads up that this session is going to be very interactive. So it's not going to be me talking because 22 20 minutes is too less to get very deep into a particular topic. But what we'll do is we'll do a lot of discussion. So it would be great if you can be uh a little more interactive on the chats as you are already, I can see. And on men. So we'll use men uh significantly here. Let me know Salva if you can see my screen.

Yeah, it's clear.

Third grade. Perfect. So, what I would like you to do is uh I'm not sure if you've used menti.com in the past or not. But if you can just type menti.com, ment i.com on your browser and answer this question in terms of why do we use technology in education? And it doesn't really matter if you're not a teacher or if you're not coming from a technology uh background or an education background, just, just the sense that you have right now. You know, why do you think this whole debate is that we use technology in education? Why is it important? And even if you've used in the past, it would be great to know uh you know, why do we use it? And it would be lovely to see the responses coming here. Scale. OK. Access. That's certainly there. Amazing visuals, engagement learning. Yes, definitely. So interesting to see these responses coming in. Thank you for being so interactive. OK. So I'll pick OK. Inclusion. That's a good one. Think of, think of uh you know, your trainings that you've done. So not necessarily your classroom because maybe by the time we uh moved out from classrooms, technology was not used extensively.

But even in your trainings, if you're in the ND sector or hr you must have seen we use technology for trainings and educational purposes a lot partially in STEM. Yes, that's, that's correct. Perfect to support learning. So I can see a lot of inclusion, scaling up supporting learning tools, the extra tools that we can use, which otherwise are not possible, you know, videos and the external resources that we use. Right? Going back to what we discussed what you mention on MT I think most of those things can be put into these three buckets. So as per research technology is used for three major purposes, one is replicating teaching. So as a lot of you said, this is something that was happening around COVID. If you remember where teachers are not really prepared in the beginning and what they were doing was they were taking in a lot of uh you know, tools and putting it back to, you know, the teaching purposes. So for what, for example, they didn't know exactly how to interact with the tools at that moment. They were not really prepared, but what they were doing was they were taking their regular teaching practices of the classroom and putting it into the virtual settings.

Then uh as somebody I think pointed out, they said uh visuals and videos, I think that's more into supplementing teaching. So what happens is that you teach the way you were teaching, but you add a lot of additional resources like videos um your, you know, digital resources like um pictures, images to support your learning and teaching. And then comes the big claim of technology, which is about transforming teaching and transformation is a word that you must have heard. A lot of uh tech companies talk about, they say enhancement, transforming on their website. And what does that really mean is something we need to get deeper into? When we say transformation uh specifically in learning technology terms, it has to do with outcomes, you know, so the quantitative and qualitative outcomes that change and unfortunately, what's happening is that most of the technologies that are there are either replicating or supplementing teaching, but we have limited technologies that are coming up which are actually used by teachers to transform their teaching.

And when we say transformation, we're talking about the actual change in learning outcomes that happen. So the before and the after and even as for research, a lot of or technologies that are there are saying that they're transforming teaching but either what they're doing is supplementing or uh you know, replicating. So we're not able to transform much with uh technology in the classroom.

But that is not a technology specific issue. There are also multiple challenges that are there. So people who have used technology in education, I think Salva, you are you are also a teacher. Right. So what are some of the challenges that you've seen when you start using technology in education?

Lack of training for the teachers. This is a big, a huge problem because teachers, when they're not into technology and they don't know about it and stuff they get like there's a lot of complications that force them like in front of them. And the other thing is poor internet. If there's poor network, this is gonna be a problem to the engagement with the class all the time. So this is like the main two points that are like uh challenges that face us an indication.

Thank you, Salva. I think you touched upon some very important points. Uh I think uh engagement is one big issue, as you said and training of teachers that's, that's extremely important, you know. So if you bring in technology in education and this mostly happens top down, right?

It is given to you as teachers by the institution. Do you, were you given a chance Elva in deciding uh ever in terms of what technology can you use in the classrooms or was it more uh head of the department or the administration's decision on that?

So um it uh like the thing that faces us, the more most is the budget itself because like if you need, like if I want to make a chemist, like I'm I'm a chemistry, so I need a lab. So I need uh this specific software app and it costs a lot of money. So it doesn't, not all the communities or not all the states or the schools can offer you this. So you have to use the least things that can technology offer you. And so this is like a complication in some places. The budget is tight. So you don't, you can't find that like a lot of engagement. So you try using other things which is not the best. So

that's, that's actually an important point, right? So when we say that technology leads to inclusion or technology leads to transformation and the teacher's voice, the student's voice, as you said that, you know, there are budget issues or there are professional teaching issues and limited

people in the class. So everyone understands. So there is a lot of limitations in this.

Yes. And, and the fun part is that, you know, these are not new challenges, you know, these challenges have been there throughout for years. And you know, when technology was launched in uh for teaching by UNESCO or World Bank, they were using broadcasting and IC TS when they were launched, the idea was to remove the digital divide to bring in more inclusion, to have more and more people participate, have uh have technology for the disabled people, have technology for women.

And we're still talking about the same challenges even now. You know, uh the problem here is that when technology is launched, it is launched and perceived as a tool which is not, you know, in which is they feel that is it is independent of the values. But what really happens is that technology and society both are interdependent. So all the challenges that you see in the society right now, you will see it reflecting back in technology. Why? Because you know, technology is created by designers, it is created by technologists and knowingly or unknowingly, you know, their biases or the Presumptions get translated into technology. You know, for example, when you say that when we're doing this conference, and we are saying women in technology, when we see limited women being uh you know, see their voices or actually putting their concerns forward because we do not have women in technology even in the designers or the uh software engineers place for those of you who are here and I can just stop sharing my screen for a bit.

It would be great to know how many women technologists or designers do you see in your uh you know, teens and even Salva, I think if you work with a lot of uh technology companies, how many women have you interacted with? I think that's a good question to reflect upon and good question to think about. Uh

OK, according to not the American, according to the Egyptian woman because I'm in Egypt right now. Uh women are like invaded the country because they are like more passionate about their future here. And they're like women, women. So it's like strong in men and women are all in Egypt. So they invaded the whole country.

I, I think then I am very jealous of your yourself because, uh, in a lot of places and a lot of, uh, you know, organizations that I have come across in the past and maybe some of the attendees would agree with me. There's a limitation of, uh, you know, women in, in these sectors. So even in terms of, and it's, it's also because they're scared of getting into these uh you know, uh rules. The way technology is presented, the way technology is actually uh given uh outside in the market, it looks like a more male dominated sort of uh uh you know, uh area and sphere. And this is exactly why, you know, initially, when I was talking about the limitation of having more and more people from different background, I think that's, that's one major concern that's there. And getting back to what we were talking about how technology and society are independent.

You must have seen that uh many technology companies when they launched their main goal is to, of course, please the education institutions to ensure that uh more of more administration by their technology because they have to enter these educational institutions, right? That's the immediate goal and for the teachers in the schools, the goal is to ensure that there are learning outcomes and which is why, you know, everyone is sort of working in the silos. And then there are these researchers, right? And I come from uh I'm doing my master's degree and I I interact with researchers a lot of time. Then there are researchers who are doing these experiments on learning technologies, finding out which technology works, which doesn't work. And it is also getting difficult for them to sort of translate their uh you know, findings in into simple words to the education technology companies. So one of the solutions as a part of this was this educate golden triangle that I came across while I was studying my masters. And this is very interesting for me. And maybe some of you also would find it very interesting that if you actually reflect back and see that whether tech, when you say Ed Tech here, we're talking about education technology companies, these organizations, the Coursera the Baiju, the upgrades of the world.

When we say education, we're talking about teachers and students. And when we say academia, we're talking about researchers here. So just to give you a quick context, what's happening is that currently all three of them are working in silos and the voices of all of these three are not getting combined. So what's

your screen is not shared?

Oh, I'm really sorry for that. Can you see my screen now? Yeah. Screen. OK. I'll repeat that part. So can you see my screen now? Silva? Yeah. It's clear. Great. Ok, sorry, sorry for that glitch. So we have three different players here. And what's happening right now is that all these three players are working in silos. So when we say their voices are not heard or women are not included in, included in technology or the disabled people are not really involved in the say uh in the beginning when the technology is designed, it's happening, all of these three are doing their own things and it's not really coming together.

For example, when you say tech, we're talking about the education technology organizations, right? Their main goal is to come up with research evidence so that they can put in more and more improved learning theories to translate teaching. When we talk about education, we're talking about teachers and students.

Their main goal is to improve learning outcomes, right? That's what they seek for when they start looking for technologies. And then there is this acade academia, right? What's Academy are doing is they are researching more on learning technologies, finding out which technology works, which doesn't work.

And there's a lot of work that's going on there. But what's hardly happening is all of them coming together and sort of translating their learnings and findings together to understand how can we actually take improved sort of technologies into the classrooms. And I think this is going to be my uh you know, the takeaway for me uh in the session uh that especially in the masters that I'm doing that, you know, these three need to be combined and these three need to come together if we need more and more voices of uh you know, people coming together and giving their voice in technology.

That's really amazing. Makes you ask questions like uh in a new way. Like now when I'm gonna buy technology, I'm not just gonna look. Oh, wow, this is the latest version for something. Now I'm gonna think about it. Is it gonna be helpful? I'm gonna look from another perspective. This is a way that made me think of when I saw the session, maybe the audience agree with me that now I'm not gonna just buy this thing because this is the latest version of this technology. I'm gonna think about it. Is it helpful for me in the education? Is gonna do something new or it's just because with the trend like this is the latest song, I'm just gonna buy it. So

this is, I think I was reading the comments as well and I think Laurie said that our training team has two out of eight and instructional team designers, almost all women. That's, that's really amazing, Laurie to know. Uh But unfortunately, I, I hope that also becomes sort of a universal thing in every country in every uh sort of, you know, technology company that we're talking about. Uh But, you know, there is a, there is a tendency for uh for the designers. So when they're designing, they think of their own technical perspectives, right? And a lot of technology companies eventually have started using user centered design or, or, you know, co-partner where they involve students, they bring in at the designing stage, they do a lot of design thinking there involve them at that stage, make changes to their products and then launch it, right?

But my argument here is that we need more and more technology companies to start doing that because when it is launched in the market, for example, uh you know, I was doing, I was doing one of my assignments recently on uh disability. And I realized that more of more of these technologies that come up, they are not very, you know, inclusive of disabled people. And I think Selva and I were having this discussion before the before the uh session as well, that in terms of the kind of colors that we use in the presentations or the document, you know, font size that we use, we sometimes use it very, very casually without even thinking about it.

And that's what that's what also is getting translated into technology because we are the people who are actually designing it, right?

For everyone, not only for myself, not for everyone, all different.

So when we say inclusive or when we say responsible use, I think it's not just the responsibility of uh you know, the teacher to ensure that they're launching the right technology? I think whoever is designing that technology, are they asking the right question? So whose values is the technology actually reflecting right? Are they either reflecting only your value because you designed it or you design it? Keeping the other audience in mind? Are you keeping, you know, women in mind for that matter? Because um I think Salva, I think you mentioned uh when we started that a lot of females are also when they start using these technologies. I'm sorry, I got distracted with this comment. I worked at to you and we regularly focus on us centric design. We're constantly iterating and testing the student engagement. That's, that's amazing. Eileen. I think that's, that's great to know. And I think that is the way to go. If the technologies come, technology companies have to sustain themselves in the long run, they have to involve more and more user voices, more women in technology. And also I think the voices of disabled people as well. And if you follow education, technology news, I'm not sure how many of you do. You would see that a lot of companies are laying off their employees, they're shutting down and you know, they're not able to perform to the promises that they started with.

It's happening because in the first level, they are able to really sell their products to the consumers with the whole marketing, you know, flash and the, you know, the big games. But when the education technology is actually introduced in these schools, then the teachers real realize that, you know, this is not working. And I think so you talked about personalization, right? And how there are limited students and you cannot really figure out even even if you start using technology with the

get what I said or not so so limited.

And most of these technologies uh talk about personalization, right, how they personalize, but for a teacher who's actually executing it, uh whether they are actually able to use that in their day to day scenario is more important. It's just gonna be

like reading them a story and then you don't know if they heard it or not, it's gonna be like this if you want unlimited people in your class.

Yeah. So I think the whole idea of this discussion was and I didn't get deeper into any specific point because I had only 20 minutes. The idea was that, you know, we as informed citizens, we as informed designers or students or teachers were using these technologies. I think it's important for us to ask uh these questions that, you know, who is it designed for? Is it actually benefiting my student? Is it a different way of doing it without using technology? Uh is technology actually, you know, enhancing or transforming as it claims uh to be? Uh is there any questions and or comments in the audience? I think it would be great to know more about it. And even if you, even if you resonate with the idea, even if you've used these things in the past, it would be great to know uh in the chat if you can tell me more about it. Ok. I think,

I don't know they are writing or

Yeah. Ok, perfect. So I think uh it's time for our session. I mean, it's time for another session. So we break off here. Thank you for everyone. Thank you for the presentation. Thanks Mary. Thanks for joining. OK, I hope the next time we look at a technology or look at a platform or a software, it would be great if even half of the people who join, start asking these questions around the usage, the benefits. Yes, Mary, I agree with you. There's a lack of diversity in the products. The products are very uni centered and I think it, it only reflects the voice of the education technology companies. I wish to Mary. I wish the same. I wish I could go on and share

them you linking in the profile. So if anyone wants to connect with you, sure, that's something.

And please feel free to give a feedback on the session. I think there are feedback uh forms out there.