Research Papers
We work with multiple stakeholders and clients nationally and internationally. We believe in collaborative research on everything that we do on the domain of ICT in education.
Beyond the Code: Bridging the “Expert Blindspot” with Socratic AI (Our Presentation at CAAIFA, IIIT Bhubaneswar)
Pedagogical Resonance: Redefining the Teacher-AI Alliance at CAAIFA
There is a paradox in education known as the “Expert Blindspot.” It occurs when a subject matter expert—like a seasoned teacher—knows their content so deeply that they struggle to anticipate the specific stumbling blocks a novice student faces.
How do we solve this? Can Artificial Intelligence bridge the gap between a teacher’s expertise and a student’s curiosity?
This was the core question we answered this week at the Computing and AI for All (CAAIFA) conference, hosted at IIIT Bhubaneswar and organized by the prestigious Raspberry Pi Foundation.
Representing Digital and Beyond, our CEO and Co-Founder, Mr Sagun Dhungana, alongside Associate AI Engineer Ms Shreyeska Silwal, took the stage to present our latest research paper:
Pedagogical Resonance: Bridging the ‘Expert Blindspot’ through Teacher-Aligned Socratic AI Scaffolding.
The atmosphere was electric. Surrounded by thought leaders and innovators, we didn’t just want to present code; we wanted to present a philosophy. We proposed that AI shouldn’t just be a tool that gives answers—it should be a scaffolding mechanism that asks the right questions.
What is Socratic AI Scaffolding?
In the rush to adopt AI in classrooms, many solutions focus on efficiency (grading, content generation). We focused on Resonance.
Our research posits that AI operates best when it adopts the Socratic Method—guiding students through inquiry rather than instruction—while strictly aligning with the teacher’s specific pedagogical style.
The Problem: The “Expert Blindspot” leaves students behind when concepts aren’t broken down into digestible cognitive steps.
The Solution: Our AI acts as a “resonance bridge,” identifying where the student is stuck and offering scaffolding questions that mirror how their specific teacher would guide them.
Validation from the Community
The true measure of EdTech innovation isn’t the complexity of the algorithm, but the reaction of the educators it serves.
We were humbled to receive praise from over 165 educators from across India and beyond during the conference. The feedback was unanimous: this approach transforms AI from a potential threat into a powerful ally. By respecting the teacher’s expertise and amplifying it through AI, we are creating a learning environment that is personalized, empathetic, and effective.
Moving Forward
This presentation at CAAIFA marks a significant milestone for Digital and Beyond. It validates our commitment to building ethical, human-centric AI.
We want to extend our gratitude to the Raspberry Pi Foundation for organizing a stellar event and to IIIT Bhubaneswar for the hospitality. But most importantly, we thank the educators who engaged with our work. Your insights fuel our innovation.
The future of AI in education isn’t about replacing the expert; it’s about helping the expert reach every single student, without blindspots.
Developing ICT Competency Training for Teachers of Marginalized Community Schools and Public Sector Schools of Himalayan Region
Abstract
Information and Communication Technology (ICT) has the potential to improve education and bridge the digital divide in underserved communities. However, teachers in marginalized community schools and public sector schools of the Himalayan region often face challenges in integrating technology into their teaching and learning due to a lack of ICT competency and access to resources. This paper discusses the importance of ICT competency training for teachers in the Himalayan region, as well as the benefits and potential barriers to implementing such training. Based on quantitative analysis on the best practice and a review of literature, the paper recommends a holistic approach to ICT competency training that considers the needs, motivations, and contexts of teachers, as well as the available resources and infrastructure. The paper concludes with some suggestions for further research and action.
Author Information
Sagun Dhungana, Digital and Beyond, Nepal
Silpi Dhungana Pant, Tafe Queensland, Australia
To cite this article:
Dhungana S., & Pant S. (2023) Developing ICT Competency Training for Teachers of Marginalized Community Schools and Public Sector Schools of Himalayan Region
ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference
Proceedings https://doi.org/10.22492/issn.2186-5892.2023.35
Preview : Introduction
Introduction Information and Communication Technology (ICT) has become an integral part of education, with teachers and students alike relying on it for learning and teaching. However, a lack of ICT competency among instructors in the Himalayan region’s public and underprivileged schools prevents the efficient use of ICT in the classroom. This paper aims to discuss the importance of developing ICT competency training for teachers in these schools and provide recommendations for implementing such a program. The himalayan region is a diverse and challenging area in terms of geography, culture, and socio-economic development. Many schools in this region, especially those in marginalised communities and the public sector, face numerous challenges in providing quality education to their students. These challenges include a lack of qualified teachers, limited resources and infrastructure, and cultural and linguistic barriers. In recent years, ICT has been seen as a way to overcome some of these challenges and enhance education in the Himalayan region. Thus in this paper we will discuss the current status of teachers’ ICT competency and its implications in the region’s teaching and learning process. This study is a result of the filed based ICT competency training provided to teachers in marginalized community schools and public sector schools of Helembu and Tibetan Refugee School in the month of March and September 2021.This quantitative study is an effort to understand the need of ICT competency training for teachers of marginalized community schools and public sector schools of Himalayan region. The sections in this paper are organised to get a better understanding of the current status of the study. The paper is organised as follows: first, it discusses the benefits and potential barriers to implementing ICT competency training for teachers in the Himalayan region. Second, it reviews the literature on ICT competency training for teachers, including the different models and approaches, the components and domains of ICT competency, and the factors that influence the effectiveness of such training. Third, it presents a recommendation for a holistic approach to ICT competency training in the Himalayan region, based on the needs, motivations, and contexts of teachers, as well as the available resources and infrastructure. Finally, it suggests some areas for further research and action.
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.35
