Snippets:
- When it comes to schools, teachers who accept textbook content uncritically are quite likely to accept content on the internet without questioning the sources and quality of information that is shared.
- Textbooks are also not used for critical analysis. Teachers primarily teach in order that students would be able to write the expected answers to questions based on the lessons in the textbook.
- For many teachers, the main objective of the lesson is to transmit the content of the lessons as presented in the textbook. As per observation of one study, teachers did not critically examine textbook content and did not expect students to engage with the textbooks directly.
- Teachers explicitly managed the ways in which students used their textbooks within the classroom.
- Like the English language, the use of the internet too seems to be a marker of privilege.
- The sources and quality of content that is made available for educational purposes through the use of smart boards or other devices bypasses the checks and controls that regulate state-produced textbooks.
- When it comes to education and digital literacy, access alone cannot ensure equitable outcomes. Mere access to ICT devices is not sufficient to make claims about the advantages of digital literacy.
- Teachers should promote active learning and work with students to help them sift through information, check for validity, make inferences and develop arguments.
- Teachers will need to be equipped first to develop into humane and knowledgeable professionals, and secondly into digitally literate citizens themselves.