Teachers question efficacy of QR-linked content
Admissions are in full swing and, in a few months, the new academic year will begin. While schools get ready, a larger debate continues. The government introduced QR codes in state textbooks a few years ago.
Hyderabad: Admissions are in full swing and, in a few months, the new academic year will begin. While schools get ready, a larger debate continues. The government introduced QR codes in state textbooks a few years ago.
Each chapter comes with a code that leads to digital lessons, videos and exercises. The idea was to expand learning beyond printed pages and make education more engaging. However, many teachers and students still struggle to use these resources.
P. Vinaydhar Raju, general secretary of the English Language Teachers’ Association (ELTA), sees both the promise and the problem. He believes that the system helps but is incomplete. “Most students don’t have smartphones or internet access. Some teachers don’t either. Even those who do are struggling. Connecting a phone to a projector isn’t easy. The training provided was basic. Teachers are still figuring it out.”
Further, students often tend to disengage, especially for videos that are long and the explanations are dry with animations missing. “Anything over five minutes, and they lose interest. Attention drifts. We tend to do a few engaging tasks in between to help, something that makes them focus,” Raju added.
Ch. Ravi, general secretary of the Telangana State United Teachers’ Federation, pointed out the contradiction. “It does make textbooks accessible, but only if students have the internet. If they do, they can afford textbooks. So I am not sure if it helps a lot.”
Technology has brought resources into the classroom but many schools still lack the infrastructure to use them. Rural schools often have poor connectivity, so QR-linked content remains out of reach for many students. “Technology has to be made more available. Many rural schools don’t even have a network,” said P.L. Vishveshwar Rao, a member of the Telangana Education Commission.
Some concerns go deeper, like visually challenged students remain excluded from such initiatives. “They are not even in a position to come to school. What about them?” Prof. Vishveshwar Rao asked. “Parents also worry. They see children scanning QR codes all day and wonder if they are really studying. Further, privacy concerns exist and QR codes can be altered. We also need to look at the content itself. Who is writing what? What is being taught?” he added.
Recently, Sweden announced that it has moved away from digital-heavy learning. Schools relied on tablets for years but that system is being reversed. The Swedish government has committed €104 million to reintroduce printed textbooks since research showed better retention when students learned from physical books.
Now, Sweden is a role model to follow since it has consistently ranked among the top countries for education. Their decision raises questions about the direction other countries are taking. Although infrastructure, digital literacy and economic conditions vary widely, the concern remains the same. Does digital learning really serve students?
Prof. Rao informs that the education department is reviewing its curriculum. The Intermediate Board recently met to discuss changes. TEC has been holding discussions about syllabi, reasoning-based learning and value education. “When students return in June, we want to be prepared with proper textbooks and curriculum. What is being taught is currently more important. We are also discussing if we should incorporate selective positive aspects of the National Education Policy, although it is widely debated,” Prof. Rao said.
