Experiments with ICT integrated through Total Quality Management (TQM) in Academics

Dr. Dheera Mehrotra (Author ! "ational Awardee)#

The learning curve of today activates with essence of Quality, with perception of teachers participation in the class in making the best of knowledge sharing possible. Alas, the fact, governs the opposite with maximum of the children expecting the mass indulgence into norms to distract the classrooms with an aspect to activate the comic relief at times. Keeping the pace to governance of knowledge decapitation the activation is mounted at large to the following aspects in particular To the surprise of the masses, education has moved far beyond a chalk and talk model. We have witnessed the mushrooming of technology solution providers for almost every aspect of teaching-learning process, from smart boards for teaching to conducting online exams and assessments. However, technology could not have penetrated into the teaching system so well without the massive contribution and ready-toadapt attitude of the educators integrated with the belief of Quality as a habit in particular. The laminated pace is to annoy the teachers by the students. This is on a priority, governing the punctuation of learning and understanding. The fact lies with the calendar that the children would like the sub!ect only when they like the teacher, and it is more so ever a true explanation. The stature of annoying begins with a simple preface of "#harpening the pencil as often as possible$, activates with, "%aising your hand, then when the teacher calls on you, say, "& forgot.$$, with reflections of "#ee how high you can bounce erasers$, and "'hen you are reading and its your turn, read a random paragraph from a different chapter.$ to the surprises of many. The above appear to be serious but often attributed within the classrooms. A need today for the classrooms is to monitor the active management of the class via the TQ( techni)ues. This is to activate the learning via classroom management tools using the philosophy of Kai*en, the change for better. As a matter of concern, the word change has a wide connotation+ were living in times of profound change, rapid change and continuous change ,Kai*en- for better. .ence our present concern is defining change in the context of K/0 education and deal with the cause, course and conse)uence of change. 'ith TQ( in charge, the educators need to change themselves, as such no nation can rise above the level of the teachers, keeping the fact into consideration that the school is a miniature society.

The change via Quality 1ndurances cannot occur in a fast forward mode. 'hat is re)uired is a step by step approach. The various learning styles and integration of the best practices need to come in order. The Quality !ourney needs the removal of "1$ in ones ego. .ence let us remove "1$ and we are 2on the go. Also replications reveal that there can be no readymade prescription to the challenges. 1very challenge has to be tackled in its own pace with the change and synergi*ing all stakeholders to be the part of the change. TQ( cult re)uires 3ommunication to be a vital aspect towards the functioning of any organi*ation. The school principals as leaders of change must possess effective communication skills to articulate and voice their views and concerns in dealing with various situations in management of change. Also with the grading universal attribute, the Technology Adoption and &ntegration delivers a safer engaging role among the masses in particular. This comes with 453A, the 4lan 5o 3heck and Act, methodology of spectrum. 6ot only this, the Quality (anagement also replicates the modulation and culling of the best from the available information. As we are living in the 0/st century where children are looking at new wave lengths of learning, the teachers role becomes that of a facilitator helping children to wisely manage the plethora of information and choose what is desirable. There is a huge digital divide between students who have access to technology and who dont. 3hildren know more than teachers+ hence teachers need to update and upgrade constantly. 3reating an ambience of digital literacy is fundamental through academic core knowledge should not be overlooked by the teachers. They should categori*e skills into learning and innovative skills, &nformation media and technology skills and life and career skills, while bringing about )ualitative and conducive learning. The ultimate TQ( ground at schools is governed via whether 7 The #chools vision, philosophy and ob!ectives being referred to and reflected in school decisions regarding the curriculum, teacher development, assessment practices and &nnovative 4rograms. Teachers are free to use own strategies8 methods8 innovations to cover diverse learning styles to make the concepts understood. &nstructional leadership8 (entoring is evident and innovative practices are encouraged. There is a system of continuous feedback to the teacher for his8 her performance and records are maintained. 3apabilities and potential of the teachers are recogni*ed and further groomed by the #chool for reaching optimum levels.

#chool facilitates academic research and undergoing educational programmes. There are clear policies and instructional manuals for effective teacher functioning with open communication channels in the school.

The execution of learning to happen is governed periodically with the preface of Quality as the first preference to deliver the activated *eal of learning by the students. The ultimate is the beneficiary satisfaction which includes the following #tudent satisfaction Teacher #atisfaction 9ffice #taff 4rincipal (anagement 4arents Alumni 3ommunity

The TQ( framework within any educational platform has to be targeted to deliver the all round satisfaction to the masses not only by giving academic outputs but must act as a light house to the society.

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