1.

Excerpts from the The World Bank Article :

The Education Crisis: Being in School is not the same as learning

https://www.worldbank.org/en/news/immersive-story/2019/01/22/pass-or-fail-how-can-
the-world-do-its-homework

1. One big reason the learning crisis persists is that many education systems across the
developing world have little information on who is learning and who is not. Focus of world
bank is on helping teachers at all levels become more effective in facilitating learning,
improving technology for learning, strengthening management of schools and systems.
Technology can allow principals, parents and students to interact seamlessly.

2. One of the most interesting, large scale educational technology efforts is being led
by EkStep, a philanthropic effort in India. EkStep created an open digital infrastructure which
provides access to learning opportunities for 200 million children, as well as professional
development opportunities for 12 million teachers and 4.5 million school leaders. Both
teachers and children are accessing content which ranges from teaching materials,
explanatory videos, interactive content, stories, practice worksheets, and formative
assessments. By monitoring which content is used most frequently—and most beneficially—
informed decisions can be made around future content.

3. In a field that is developing at dizzying speeds, innovative solutions to educational

challenges are springing up everywhere. Our challenge is to make technology a driver of
equity and inclusion and not a source of greater inequality of opportunity. We are working
with partners worldwide to support the effective and appropriate use of educational
technologies to strengthen learning.

2. Science Direct Article: The barriers to efficient communication in teacher-

student relationship

1. Physical discomfort and anxiety are some of the fundamental barriers

2. Communication barriers in the educational process reveal themselves as difficulties that
students encounter solving educational problems, which falls back their learning activity
performance.
3. Types of barriers to effective communication
(a) Physical barriers: are easy to spot- doors that are closed, wall that are erected and
distance between people all work against the goal of effective communication.
(b) Perceptual Barriers: are internal barriers that occur within a person’s mind when the
person believes or perceives that the other person that they are going to speak with will
not understand or be interested in what they have to say
As per the results of the study some of the reasons that impede the communication in
teacher-student relationship
(a) psychological barriers (if the student is anxious and unsure)
(b) Socio-attitudinal barriers: social attitudes

3. Sciverse Science Direct Article: The importance of classroom questioning

Besides helping students learn, Student questioning can also guide teachers in their work.
Some researchers have explored the potential for using students questions to influence the
curriculum.

Studies at different educational levels and contexts generally indicate that learners avoid
asking questions. The number and kind of questions that learners ask may be influenced by
previous knowledge, experiences and skills, their age, the attitude of the teacher, teaching
style, classroom climate, social interaction patterns and nature of the topics.

4. Article:
Students Questions: a potential resource for teaching and learning science

(a) Possible barriers to student questioning in classroom

There are several personal, psychological, and social obstacles that may prevent students
from asking questions in classroom.
The article also states some possible barriers to students questioning in classroom: While
some learners ask questions to minimise doubt and to restore an inner calm, others may be
able to live with uncertainty and doubt without the need for explicit questions and answers.
In addition, although learners may be eager to ask questions, the act of uttering a question
publicly to the scrutiny of others may discourage them from doing so, as this may render
them vulnerable to embarrassment or ridicule.

(b) With the advance of new technologies and their increasing use in teaching and learning, it
can be used to facilitate student questioning through electronic discussion forums, email
platforms and intranet systems. Such systems do not require face to face interaction and
students can spend time thinking about how to phase their questions (as well as their
answers), before sending them to their teachers or peers. These computer systems also
allow multiple responses from different individuals.
(c) Conclusion of the article also states the for teachers, these questions can be used as
indicators of students learning problems and provide diagnostic information about what
students are thinking. Students questions can also be harnessed for lessons that involve
class discussions, argumentation, investigations , problem based learning and project work.