Teaching is the profession which nourishes for other professions. Hence, professional growth of the teacher is the most required; for which in-service teacher training can be panacea. In-service training means short term educational modules provided to the professionals already working as teachers for reorienting their knowledge. Digital technology is gaining the way due to its huge advantages over the traditional means. To leverage both benefits, Govt. of India coupled them together via Diksha and Nishtha like apps to offer wide range of content in the form of textbooks, videos, lesson plans etc. This research paper is an attempt to know the awareness and usage of two above mentioned applications among in-service teachers. This is a descriptive research, sample size 100 from the in-service teachers of Aligarh district. The findings of the research are: 70 % are aware and have been using these Apps. Diksha app is more popular than Nishtha in terms of awareness, use, satisfaction and enrollment. Usage of these apps increased (90% respondents) after making it mandatory to attend the course and get certificate offered over them
Article
Volume - 8 (2022)
Use of Diksha and Nishtha App by in-service Teachers to Shift to Online Learning After
84 Views
92 Downloads
Published 2022-12-31
Pages 25-38
Abstract
Keywords
In-service training; Digital technology; Diksha App; Nishtha App
References
- References
- · Bushra, Parvez, A. and Nasreen, N. (2021). “Effectiveness of Mobile learning at
- school level”. GIS Science Journal, Volume-08, page no 441.
- · Brar, K. S., Singh, B., and Kaur, A. (2019). “Use of E-journals by library and
- information science researchers of India: An empirical analysis”. Library
- Philosophy and Practice, 2019.
- · Coripady, J., Zulnaidi, H., Alimin, M. and Albeta, W. (May,2021).“In-service
- training and teaching resource proficiency amongst Chemistry teachers: the
- mediating role of teacher collaboration”. Volume 7, Issue 5.
- · Fulton, K. and Britton, T. (2011). “STEM Teacher in Professional Learning
- Communities: from Good Teachers to Great Teaching”. Google Scholar. Retrieved
- from national commission on teaching www.wested.org/online.
- · Goel, P. and MaliK, N. (2021).“A study on awareness and usage of E-resource
- portals among prospective teachers in School of Education”.Integrated Journal of
- Social Sciences Vol. 05- 10-21
- · Habiba, U. and Chowdhury, S. (2012).“Use of electronic resources and its impact: a
- study of Dhaka University library users”. Eastern Librarian, 23(1), 74–90.
- · Omar, Z. C. (2014).“The Need for In-Service Training for Teachers and its
- Effectiveness in School”.International Journal for Innovation Education and
- Research Vol.2-11, 2014.
- · Opfer, V. D. and Pedder, D. (2011). “Conceptualizing teacher professional learning”.
- Rev. Educ. Res., 81 (2011), pp. 276-407.
- · Pant, H. V., Lohani, M. C.and Pande, J. (2021). “ MOOCs in Higher Education:
- Current Trends in India and Developed Countries”. In Ubiquitous Technologies for
- Human Development and Knowledge Management (pp. 58–77). IGI Global.
- · Runhaar, P., Brinke, D. T., Kujierse, R. and Wesselink, M. (2014).“Exploring the
- links between interdependence, team learning and a shared understanding among
- team members: the case of teachers facing an educational innovation”. Hum.
- Resource Dev. Int., 17 (2014), pp. 67-87
- · Snoek, M. (2021).“Educating quality teachers: how teacher quality is understood in
- the Netherlands and its implications for teacher education”. European Journal of
- Teacher Education, 1–19.
- · Soane, J. M. (2014).“Action Research of In-Service Training for Reception Year
- Teachers of North West Department of Education”. South Africa. Mediterranean
- Journal of Social Sciences 5(1)V5n1p97
- · Zeynep, A.T. and Fatma, C.(October-2018). “In-service Teacher Training: Problems
✓ Citation copied to clipboard