EDUCATION AND COVID-19:

Teaching in the new normal

The coronavirus crisis is about to become a year old

and threatens to devastate the whole planet. Owing to the
lockdowns it has triggered, the education sector is one of the
industries most impacted by the crisis. As a result, the online
portal for learning continued to serve as the perfect way to
achieve one's education. This has been a trending subject of
conversation among educators, parents, and government
departments, such as the Department of Education and the
Higher Education Commission, while in the so-called new
standard, the media has pointed to the readiness of the
country. In today's technology landscape, the use of blended
learning technologies that exploit the internet to give students
a more customized learning experience has several
advantages. In a controlled, brick-and-mortar classroom setting, they learn, in one section, through online learning and, in
another. Blended learning operates on the basis of how it is applied, and if it is structured to meet the special needs of the
subject. The trend is for educators to translate or move their face-to-face learning methods to the online world, so online
learning is now being pushed. But this modern framework would include a theory of transition. In distance learning, what
usually operates in the classroom is not always so. This poses the teacher making the first shifts online with quite a
challenge. Instructors need to intelligently respond to the online format with a keen sense of sensitivity. The challenge is
to create rich experiences that keep students involved.

Given that distance education was mostly focused on the use of emerging technology such as
email, online classes, and forums for document sharing, the crisis emphasized the need to improve digital literacy
for teachers. While the use of digital resources is an important part of teachers' planned professional skills and
many teachers have already used tools, many teachers still lack the expertise, skills, and tools needed to design
quality online learning materials. Similarly, many students are unable to use technology individually. As a result,
during the crisis, teachers had to play the dual task of teaching students about technology and technology. The
teachers adopted in no time the modern truth. Leadership and professional collaboration were quickly formed at
the school level. Teachers from all over the world discussed issues, common perspectives in digital education, ways
of learning, and feedback on digital platforms. Thus, the crisis has emphasized the need to develop both original
and continuous teacher preparation through the use of teaching technologies. Teaching in the new normal,
especially online, must allow students to be engaged. The challenge to teachers is to make the instructional
design meaningful, memorable, motivational and, in the end, measurable.