Abstract
The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call