𝐄𝐦𝐛𝐫𝐚𝐜𝐢𝐧𝐠 𝐓𝐞𝐜𝐡𝐧𝐨𝐥𝐨𝐠𝐲 𝐢𝐧 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦𝐬 𝐒𝐩𝐚𝐫𝐤𝐬 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭, 𝐀𝐜𝐜𝐞𝐬𝐬𝐢𝐛𝐢𝐥𝐢𝐭𝐲, 𝐚𝐧𝐝 𝐍𝐞𝐰 𝐂𝐡𝐚𝐥𝐥𝐞𝐧𝐠𝐞𝐬

…𝒇𝒓𝒐𝒎 𝑷𝒐𝒘𝒆𝒓𝑷𝒐𝒊𝒏𝒕 𝒑𝒓𝒆𝒔𝒆𝒏𝒕𝒂𝒕𝒊𝒐𝒏𝒔 𝒕𝒐 𝒎𝒆𝒔𝒔𝒂𝒈𝒊𝒏𝒈 𝒂𝒑𝒑𝒔 𝒍𝒊𝒌𝒆 𝑻𝒆𝒍𝒆𝒈𝒓𝒂𝒎 𝒂𝒏𝒅 𝑾𝒉𝒂𝒕𝒔𝑨𝒑𝒑, 𝒕𝒉𝒆𝒔𝒆 𝒕𝒐𝒐𝒍𝒔 𝒂𝒓𝒆 𝒓𝒆𝒔𝒉𝒂𝒑𝒊𝒏𝒈 𝒉𝒐𝒘 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒕𝒆𝒂𝒄𝒉 𝒂𝒏𝒅 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒍𝒆𝒂𝒓𝒏.

By Pema Chozom

Education in Bhutan is experiencing a significant transformation with the increased use of modern communication tools and technology in schools. Across the country, schools are incorporating digital tools such as PowerPoint for classroom instruction and student projects, and messaging apps like Telegram and WhatsApp for distributing homework, sharing learning materials, and maintaining communication.
The shift towards technology is driven by the need to make education more engaging and accessible. Multimedia in PowerPoint enhances lesson engagement, while instant messaging apps facilitate quick and efficient communication between teachers, students, and parents.

The widespread adoption of these tools began around 2020, particularly during the COVID-19 pandemic when remote learning became essential. Their continued use stresses their effectiveness in enhancing educational outcomes.
Sonam Tshomo, an 18-year-old student at Motithang Higher Secondary School, said, “From my perspective, digitization in schools via tools such as PowerPoint and Telegram provides significant benefits. PowerPoint assists students in developing presentation skills, improving visual learning, encouraging information organization, and stimulating creativity, making complex topics more understandable and engaging. Similarly, Telegram serves as a convenient platform for communication and collaboration, allowing students to ask questions, share resources, and engage in discussions with peers and teachers outside of the classroom. Teachers can use Telegram to distribute assignments, make announcements, provide feedback, and offer extra assistance. Its features, such as group chats, file sharing, and voice messaging, improve communication and learning outcomes.”

Kelzang Dorji, a 19-year-old student at Yangchen Higher Secondary School, stated, “Using PowerPoint in class makes learning so much more interesting, faster, and convenient. Visuals and videos help me better understand the lessons. Homework through WhatsApp is also convenient because I can ask questions at any time.”

However, some students do not have the luxury of gadgets and technology at their disposal, which poses new inconveniences. They feel aloof from classroom activities and experience pressure on their families. Additionally, there is concern about distractions. Kelzang Choden, an 18-year-old student at Gelephu Higher Secondary, shared, “Digitalization in education can create a gap between teachers and students. Students’ concerns frequently go unanswered because the dynamic of online interaction differs from face-to-face teaching. While it simplifies some tasks, it raises concerns about students who cannot afford the necessary equipment, causing stress among families and increasing workloads.” This issue emphasizes the digital divide and its impact on the educational system.

Tenzin Dorji, a 16-year-old student at Changzamtog Middle Secondary School, said, “It has the potential to increase distractions. With access to the internet and various apps, students may struggle to stay focused on their studies, resulting in decreased productivity and engagement in learning activities. Furthermore, over-reliance on digital tools can lead to a superficial understanding of topics, as students may prioritize quick answers over deep comprehension.”

Teachers are also adapting to these shifts. Tshering Dema, a teacher at Dashiding Higher Secondary School in Punakha, commented, “Educators’ and students’ access to modern tools has not only increased the efficiency of learning, but it has also engaged us and improved our technological skills. It has enhanced the interactive and immersive nature of teaching and learning. My students become familiar with the topics even before I introduce them in class, which can lead to extremely effective discussions and interactions. On the other hand, it diverts students’ attention away from real-life situations and reduces their ability to reason, making them highly dependent.”

Tshering Dorji, a teacher at Motithang Higher Secondary School, said, “The integration of modern educational tools like PDFs, multimedia content, and communication platforms such as Telegram and WhatsApp has become widespread in schools worldwide, reflecting the broader digital transformation in society. These tools provide benefits such as flexible access to learning materials, improved communication among teachers, students, and parents, and increased engagement through interactive elements. However, challenges such as unequal access to digital devices and high-speed internet, concerns about excessive screen time and privacy, and the need for teacher training highlight the importance of addressing these issues to ensure equitable access and maximize the positive impact of technology on education.”

He emphasized, “While modern educational tools provide dynamic and interactive learning environments, their integration must be balanced with considerations for equity, health, and security. Addressing issues such as unequal access and privacy concerns, as well as providing adequate teacher training, is critical to ensuring that all students benefit equally from these advancements. By striking this balance, education can fully utilize technology to provide inclusive and effective learning experiences for students worldwide.”

This digital shift has sparked mixed feelings among parents. Dema Choki, a mother of three, appreciates using WhatsApp for school updates and homework assignments. “It keeps me informed of my child’s progress. Any information about my child’s absence, or any issues with his grades and performance, is immediately communicated to us parents. My concern is balancing screen time with other activities.”

Jigme Tshering, a father of one, said, “There are mixed feelings. While technology has made learning more accessible, I must constantly monitor my child to ensure he is not distracted by other apps. Children are susceptible to distraction. This could negatively impact their academic performance.”

Kezang Lham, a mother of two, supports the use of these tools as long as they supplement traditional education. “Children should have a variety of learning experiences, both digital and physical. Balancing digital and physical learning ensures that children are both technologically savvy and grounded in real-world experiences. This teaches them how to adapt to different situations, think critically, and solve problems effectively. It also promotes emotional and social development by allowing face-to-face interaction and collaborative play,” she explained.

Modern communication tools in education provide increased engagement, accessibility, and efficiency. Digital tools make lessons more interactive and engaging; learning materials and communication are easily accessible regardless of location; and streamlined communication and resource sharing save time for both teachers and students.

However, there are challenges to overcome. Not all students have equal access to devices and the internet, which creates disparities. These disparities must be closed with equal access for all students and teachers alike for wholesome educational advancement. The increased use of digital devices raises concerns about distractions, productivity, and health effects associated with screen time. Furthermore, both teachers and students require ongoing training to effectively use these tools.

The adoption of modern communication tools and technology in Bhutanese schools demonstrates the country’s commitment to improving education. Despite the challenges, the benefits of a more interactive, accessible, and efficient learning environment are evident. As Bhutan steers this digital transformation, the focus remains on ensuring equitable access and a balanced approach to technology use in the education system.