A debate
on the above question appears to be unnecessary, as a number of experiments
have already been done in different parts of the world to convert the
classrooms paperless. This attempt is yet another milestone in the evolutionary
path of the change dynamics in the process of learning or schooling. It appears
only a matter of a decade or more, when this idea which was almost a myth. A
decade from now, it could become a reality.
1.
There
is an increasing concern about the sustainability of Mother Nature in the Universe.
Depleting greens, forests, water sources and their impact on climate have
raised global debate on finding ways and means of cutting the consumption of
paper. Digital interventions are more on the card. Vital knowledge products are
produced, maintained and measured through technological interventions. The
heavy consumption of paper in schools is indeed mind-boggling. Hence an
argument in favour of paperless classrooms appears valid.
2.
The
transaction of knowledge in its entirety existed even before the paper was
discovered, rather produced in such a magnitude. To say, absence of paper and
knowledge products based and printed on paper, are inevitable to knowledge
assimilation, processing or production would no more hold to reason. Yes,
romancing with paper-based literature, creativity enshrined in papers and the
heritage developed through paper resources have fascinated and influenced a
large part of our human history. But change, being what it is, human practices
and life styles would become yet another part of history with evolutions
unravelling themselves to a future.
3.
Be
it a printed text or a screen-based text, they are only tools for learning.
Hence, they may affect the modus-operandi of learning for a short period of
time. With the barriers in mind that hold us to certain belief systems
breaking, the adaptability to a new ecosystem will become feasible, adaptable
and the human practices will accommodate them as integral to their social
persona.
4.
Cognition,
which is fundamental to learning, is not seriously impacted by the medium
through which learning is empowered. As such cognition is so personalized that
its quality, quantum and scale are dependant on several experiential and
environmental inputs. Hence any instrument or medium which triggers or empowers
cognition is secondary to its acquisition, life and sustainability. Further,
cognition is a fundamental brain process and bears less relation to the source
from which it is impacted.
5.
Learning
is certainly an emotional experience and neuro-cognitive researches have
clearly indicated the role of “Emotionally Competent Stimuli” (ECS) in
consolidating, retaining and extending the life of the learning inputs. While
those who romanticize learning or cognition through the printed texts would
certainly argue that the relationship between the reader and the book is a very
special one, and the same or a similar experience cannot be sourced from a
digital platform, may prove a point; it must be noted that in the larger
spectrum of learning clientele and the processes for acquisition of knowledge,
those who romance with books are only an insignificant population.
Nevertheless, paperless schools don’t forbid otherwise established
relationships for their personal gratification.
6.
There
is also a strong argument that the digital interventions and ecosystems in
schools are likely to destabilise the relationship between the teacher and the
learner. It needs to be understood that the digital interventions, like text
books, are only a medium for empowering knowledge transactions; and hence the
teacher can certainly continue to relate with the learner, rather at a more
personalized level, both directly or digitally. Yes, certainly it calls for a
change in the social mindset to formulate and accept the role of a teacher from
the classical model to a more professional model.
7.
The
classrooms, with a paperless approach, could become more diverse, personalized,
focused and impacting self-learning. The technology enabled classrooms could
better address the different learning styles of learners as they facilitate a
personal choice of the learning resources, approaches, modes, at the same time
facilitating the pace and preference of learning.
8.
At
the school level, it could become more environment friendly cutting costs on
several dimensions of the school management, both fiscal and otherwise. It
could help in improved processing, recording and communication; thus, improving
the scores on management practices.
9.
At
the curricular delivery level, it would bring down the load of school bags,
thus relieving the psychological pressure both parents and children experience.
For parents, it could be a saver on economy, as digital products can be
integrated to a single window or platform- books, note books and other
supporting learning tools. As such, learning would be liberated from the
corridors of prints.
10.At the social level, the national cost on educational
funding could be minimized; better accountability and transparency established;
better monitoring and sound ethical practices established without red tape.
The
human cognition is bound to move towards to a higher level sooner than
expected. Rather, a cognitive renaissance is in the offing with man-machine
interface writing new chapters in the history of technology. Human intelligence
systems need to take conscious efforts to ensure their superiority. Paperless
schools possibly could open the gateways for this cognitive renaissance.
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