What impact have technologics generated in this changing role?

Faced with the pandemic, countries have combined high-tech and Iow-tech approaches to help teachers better support student learning. ln Cambodia, for example, education leaders designed a strategy that combines SMS, printed handouts, and continuous teacher feedback, taking advantage of the high mobile phone penetration in the country. The approach goes beyond providing low-tech materiais: it gives information on how to access learning programs, ensures students access paper-based learning materiais, and includes home visits to monitor distance learning activities. Teachers are also expected to provide weekly paper-based resources to students and meet them weekly to provide their marked worksheets and issue new ones for the week ahead.

Technology has also enhanced government-teacher support, adapting existing coaching programs to be delivered remotely (as the mentioned cases of Nigeria and Uruguay), creating spaces for peer support programs (for example the Virtual EdCamps initiative, created to facilitate peer-to-peer learning among teachers) or establishing EdTech hotlines for teachers (like in Estonia, where the HITSA - the lnformation Technology Foundation for Education - opened an educational technology information line to solve any technological question teachers might have).

Technology interventions should enhance teacher engagement with students, through improved access to content, data and networks, helping teachers better support student learning, as laid out in the World Bank's Platform for Successful Teachers, where effective use of technology is one of the key principies to ensure cadres of effective teachers.

From: https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross. Accessed on 09/13/2021