Submitted a dissertation entitled "Mindfulness and Human Values among Prospective Teachers in relation to certain demographic variables" in partial fulfilment of the requirement for the degree of Masters of Education (M.Ed.).
Guide: Dr Harpreet Kaur Jass,
Jamia Millia Islamia , New Delhi
Submitted a dissertation entitled "Existential Predicaments due to extensive use of Smartphone among Indian Higher Education Students during Covid-19 Pandemic " in partial fulfilment of the requirement for the degree of Masters of Philosophy in Education (M.Phil. in Education).
Guide: Dr Rajendran Murugan
University of Delhi, New Delhi
COURSEWORK/SEMINAR PROJECTS
Construction and standardization of Self Awareness Measurement Scale (SAMS)
Guide: Dr. Ananthula Raghu , University of Delhi
Construction and standardization of Attitude Scale for Postgraduate Students Towards NTA-UGC-National Eligibility Test (AT-NET)
Guide: Dr Rajendra Prasad, University of Delhi
Presented seminar on “Landscape Analysis of Edtech products for teachers in India", as part of PhD coursework
Guide: Prof Sahana Murthy
IDP in Educational Technology, IIT Bombay
29TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE), BANGKOK, THAILAND, 22-26 NOVEMBER 2021.
Authors : Ishika, Gargi Banerjee, Sahana Murthy
Abstract: The COVID-19 pandemic has caused teachers across India to use Edtech products in teaching. But teachers face multiple challenges, ranging from selecting appropriate Edtech tools to developing their own teaching practice for teaching with Edtech. The currently available taxonomies and landscapes of Edtech products either address student-facing products or focus on a niche category of teacher-facing products like assessment tools or open-source tools. In this paper, we present a taxonomy of teacher-facing Edtech products that contains a hierarchy of three levels with learner-centric activity tools and teacher professional development forming the base layer. Each category further spins off into multiple subcategories based on various teacher objectives like products for conducting learner-centric activities, generating summative assessments, or developing their teaching competencies. This taxonomy emerged from a systematic literature review and a field-driven affordance analysis of a representative set of eighty products. Our analysis showed that the product landscape was skewed towards learner-centric activity tools (70% of the 80 Edtech products analyzed), revealing the need for more products that support teachers’ professional development (TPD). This taxonomy informs teachers about the products available under different Edtech categories. It also includes an affordance analysis that provides additional information about the affordances typical to that particular sub-category.
30TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE), Kaula Lumpur, Malaysia, 26 NOVEMBER-2 DECEMBER 2022
Authors: Gomathy Soundararaj, Vishwas Bade, Ishika, Meera Pawar, Chandan Dasgupta & Sahana Murthy
Abstract: Personalized Adaptive Learning (PAL) EdTech products are specialized applications geared towards fostering self-regulated learning of individual students. The design of these applications incorporates specific features to afford such kinds of interaction. As such, the quality of the applications is judged by the presence or absence of such specific features. However, such an approach towards designing and evaluating PAL applications is unlikely to attend to contextual parameters on the ground that may influence students¶ perception of the quality of the application. Large scale user studies previously done using such applications typically focus on infrastructural capabilities needed to deploy the application on the ground or the learning outcomes for a large set of users as a result of using the application. Such studies overlook the need to understand why certain applications are well-received by students and hence may lead to significant learning gains while others are not viewed favorably. Moreover, such an approach to designing and evaluating PAL applications and lack of such user studies likely lead to the creation of contextually insensitive applications that do not appeal to the intended students. This study aims to unpack the contextual parameters that might affect a PAL application¶s quality when used in the classroom. We use a design-based implementation research (DBIR) approach since it enables researchers and practitioners to work closely with each other and understand the nuances of application implementation on the ground, inform generation of local theories, and work towards a sustainable change on the ground. We present six contextual parameters from Indian classrooms that are likely to influence the quality of ‘PAL at school¶ EdTech applications. These findings advance our knowledge of both classroom learning and implementation of PAL applications, and also inform the design of contextually sensitive applications.
30TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE), Kaula Lumpur, Malaysia, 26 NOVEMBER-2 DECEMBER 2022
Title: "Identifying the supports to foster teachers' development of learning design practices."
Authors: Ishika & Sahana Murthy
Abstract: In traditional classrooms worldwide, one of the most common strategies is lecturing, sometimes with the help of technology tools. An important barrier to the effective integration of information and communication technologies (ICT) has been identified to be the inability of teachers in creating effective student-centered learning designs. To foster teachers’ learning design practices, there is a need to understand the supports that teachers need. In this study, we conducted teacher interviews to identify the types of supports that teachers need for designing effective student-centered learning designs within their context. Our findings convey that teachers need learning design support towards creation, contextualization and collaboration. These findings may stimulate momentum for further attention to researchers involved with learning design frameworks and tools development.