A well-established education system existed in India since ancient times. Brahminical schools or Gurukuls were well known for theology, philosophy, public administration, art and much more. The education system in India had unique sensibilities to cater to students and this practice is still prevalent in many parts of India. The Medieval period brought few changes in cultural teachings. The Vedic Schools and Madrasas are a good example of the times. In this period, dominant beliefs were highly inspired by foreign invaders. In the post-colonial era, knowledge and great achievements shifted the focus of education on sciences and popular studies. The gurukul teachings were left behind by the threshold of modern education.
Through the years, the state, renowned educationists, social scientists developed a mix of both western and indigenous model to form an altogether different teaching model best suited to the Indian population. Over decades, Indian society witnessed progress led to the enhancement of life and modern society that propelled the growth of education infrastructure that led to the improvisation in the teaching quality through new trends of technology and IT-enabled education. The learning process through traditional teaching to real-time E-learning and now in the form of smart learning has revolutionised the approach to make great use of smart class well equipped with interactivity boards, visualizers, microphones and much more. Big chunks of paragraphs have been replaced with images, modules, presentations. Learning has become practical, flexible with effective usage of different forms of media bridging the gap of the digital divide.
It is clear that smart classrooms are well equipped to provide students with sufficient information to improve their academic performance, on the other hand, we cannot deny the fact that students are objectified to the extent to achieve the preset goals, increase productivity, and use their knowledge to drive innovation. Already made modules have no assurance on the effectiveness of the lesson taught amidst the different grasping power/ level of understanding of the students. The constant use of electronic gadgets can impair the problem-solving capacities of students leading to poor creative outputs. Furthermore, tech-driven classes bring monotony in the learning process. Creativity gets on the backburner. It becomes a mechanical process where all the work happens in a prescribed manner.
After enlisting the contrasting aspects in learning and objectification of students as a mere commodity there is a rising need to create visual field trips, create real-world connections and induce class interactions along with the visual interaction. Teachers should create projects that involve openness to novelty and creativity. Students should follow the choice board rather than simply relying on the assigned modules and tasks. Technology has both merits and demerits, it is then our prime concern to make apt use without depending on it entirely.