In a flash, we moved from real to the virtual world, from teaching in a room to teaching on the Google meet. It reminds me of a famous quote by Tim Berners-Lee, the inventor of the World Wide Web, “The Web as I envisaged it, we have not seen it yet. The future is still so much bigger than the past.” As COVID Pandemic has taken the world by storm, technology is now the highest human hour time consumer. The education industry also has switched to online teaching and learning platforms, making learning limitless. Stay home, Work from Home and Learn at Home are the new realities now.

Traditional methods of teaching are rapidly getting substituted and reformed and teachers have to come  When I first started to think about teaching online, I realized I had a lot to learn. I had never been an online student, nor did I know much about distance education. I just knew I wanted to be a part of something I felt would benefit those students who—for whatever reason—could not come to a traditional classroom setting. I wanted to help create quality training for these students that would incorporate the kinds of activity and discussion that typically took place in a classroom-based course. In the beginning, we had to face a lot of problems, students' lack of knowledge about technology, connection Problems; I was handling classes at Google Meet because of the ignorance of the students to use it. Students from a backward district like Wayanad also had doubts as to whether such practices were desirable .many such things stood before a mountain. I'm sometimes asked if I feel it takes more or less time to teach online, compared to teaching in the classroom.   Quite honestly, I don't feel I can answer that question.

Online teaching does seem to take more time, but I've never systematically compared it to a classroom-based course. Upfront, it takes a great deal of time to put curricular materials together for an online class. I've spent as many as several weeks reshaping my classroom materials to work for online students. In some cases, activities that I have used effortlessly in the classroom couldn't be adapted at all for online use, such as hands-on activities; so instead, I created new but comparable activities. When I first started teaching online, I didn't use audio or video. At that time, I knew several students had dial-up connections (so did I for a time), and I worried about how difficult it might be for them to access large files. Plus, for me, it was easier to create lecture notes in text format because I tend to change them a lot on each topic and tailor them to reflect what that particular class has done or is doing. Slowly, I have started to add more technology, but I'm vigilant about identifying what is necessary to achieve the learning goals. One batch ended up completely online as well as one batch is now running online. It is a great pleasure to be able to continue training with the help of technology in this time of the epidemic.