ict in education: secondary technical vocational education and training institute centered diffusion...

Md. Sai fuddin Khal idPhD Student and Research Ass is tant ,

eLearning Lab, Aalborg Univers i ty, Denmarkkhal [email protected]

ICT in Education: Technical Vocational Education & Training Institute Centered

Diffusion of Innovation in Rural Bangladesh

Research Duration: September 1, 2010 – June 30, 2013

I n t e r n a t i o n a l Te c h n o l o g y, E d u c a t i o n a n d D e v e l o p m e n t C o n f e r e n c e ( I N T E D 2 0 11 )

5 t h E d i t i o n – Va l e n c i a ( S p a i n ) - 7 t h – 9 t h M a r c h , 2 0 11

ABSTRACTS CD ISBN: 978-84-614-7422-6PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020.

T h e P h D P l a n

[email protected], Aalborg University

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ICT in Education

ICT in Education is a multidisciplinary field which has inherent prospects and problems similar to any other innovation.

ICT application benefits educating disadvantageous communities in the third word countries especially in Africa and Asia.

Information ecologists claim that the effective and efficient use of technologies is deeply rooted to “why” people choose to use a technology, the local needs, values and norms (Nardi & O'Day, 1999).

Information architects suggest organizing information content using appropriate media suitable for the users’ use context and return on investment (Morville & Louis, 2007).

Present telecentre models of Bangladesh (Islam & Hasan, 2009), can be studied in light of these theories.

Multipurpose community telecentre and school-based telecentre were reported as successful using “quantitative studies” . These models could be further integrated with ICT in Education.

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Context: Bangladesh About “Digital Bangladesh”. Population 149.5 million (Bangladesh Bureau of Statistics,

2010), About 76.90% living in rural area (SAARC Statistical Year

Book, 2008), About 16 million students in 82218 primary educational

institutes (BANBEIS Primary Education Statistics, 2008), About 6.8 million in 18756 secondary institutes among which

15785 (84.16%) institutes are in rural areas (BANBEIS Secondary Education Statistics, 2008).

Digital Bangladesh initiatives should be rural focused and education centered.

47% power supply from national grid with per capita consumption of 156 Kwh (Consumption Pattern 2009, 2009),

11 years and above 34.2% are non-literate (BBS and UNESCO, 2008),

lack physical access to ICTs, social class gaps and bias, family resistance etc. are barriers of Digital Bangladesh initiatives.

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Context: Bangladesh (Cont.)

Telecentres are deployed by wide range of organizations in Bangladesh. School-based and multipurpose community telecentres are becoming common trend.

MDG Target 1.B: “Achieve full and productive employment and decent work for all, including women and young people”, employment to population ratio 59.3% (2009) & base 48.5% (1990/1991).

[email protected], Aalborg University Tuesday, 08/03/2011

http://www.digitalbangladesh.gov.bd/content.php?CID=2


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Why a TVET institute is Selected?

In Bangladesh, (TVET) institutes were established to create employment opportunities and entrepreneurship ability for the youth.

These institutes are attractive only for the lower middle and lower economic classes. For socio-economic background of family and academic environment, ICT skill level often remained low in any education stem.

In this context TVET might prove sustainable for ensuring job or livelihood (Basu & Majumdar, 2009) due to higher subject association with ICT.

Therefore, theories on “education for sustainability” (Huckle & Sterling, 1996), specifically livelihood or employment, for disadvantageous communities are considered in selecting a TVET institute for this project.

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Towards the Research Question

Research Paradigm: Interpretivism/constrictivism Ontology (What is the nature of reality): Reality is not ”out

there”, it is conditional upon human experiences and interpretation. Reality is not independent but socially constructed and can have varied meaning.

Epistemology (What is the nature of knowledge?): Knowledge is not objective but subjective. Knowledge is constructed through the interacation of the researcher and the objects of inquiry.

Methodology (How is knowledge developed?): Identification of varied constructions or interpretations of reality that exists and an attempt to recognize patterns in them or bring them into some consensus.

Common research methods: Ethnographic case study, focus group, phenomenography, historical research.

Source (content above quoted from): Fien, J. (2002). Advancing Sustainability in Higher Education. International Journal of Sustainability in Higher Education , 3 (3), 243-253.

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Core Research Problem/Questions

For rural community which information communication technologies (ICT) are valuable and why?

Can school-based telecentre diffuse ICT use through ICT in curricular activities? ICT in co-curricular or extra-curricular

activities? ICT in academic administration by

teachers? ICT training for entrepreneurship? ICT in rural information support services.

How does school-based telecentre activities contribute to holistic ICT adoption?

Do these approach contributed to employment.

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Theoretical Dimensions for Literature Review

1. Information and Communciation Technology (ICT)2. eReadiness or ePreparedness3. Digital Divide4. ICT in Secondary Education5. ICT-based curricular, cocurricular or extracurricular activities in

school6. Education for Sustainability (Livelihood or Employment)7. Information Ecology, Cultural Ecology8. Information Architecture9. Ecopedagogy10. Diffusion of Innovation11. Domestication12. Participatory Action Research (PAR), Participatory Rural Appraisal

(PRA)13. Telecentre, Multipurpose Community Telecentre (MCT)

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Relationship among theoretical dimensions, project goals and scope

ICT in Education

Bangladesh

TVET

Secondary & Higher SecondaryLevel VI-XII

Rural Socio-economicEnvironment

Stakeholders1. Family and Parents.2. Teachers3. Students4. Governing Body5. National Policy

ICT

1. Radio2. Community Radio3. TV (Terrestrial & Sattelite)4. National Newspaper5. Local Newspaper6. Computer7. Internet8. Mobile Phone (features)9. Magazines10. ICT Magazines11. Miking

Education1. Curriculum & Pedagogy2. Co-curricular or extra-curricular activities 3. Academic Administration and Management

Education for Sustainability Includes ICT inEnables/Facilitates

Goal

Goal

Millennium Development Goal: Employment

Sustainable Employment and Empowerment

Information Ecology &

Information Architecture

Diffusion of

Innovation or

Dom

estication

Change

Scopes1. Facilitate visualizing value of ICTs2. eReadiness for e-Service access3. ICT in curriculum and pedagogy4. ICT in Academic administration5. Skill for employment/entrepreneurship5. Information support for local need

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Action research using multiple communication strategies

Diffusing ICT in a village around a TVET Institute

Baseline Study: Participatory Rural Appraisal (PRA)

Diffusion Communication Computer Literacy Program ICT in curricular activities and after school telecentre ICT in Co-curricular or extra-curricular activities and

academic administration ICT for life and livelihood: Pallitathya, Infolady,

Abolombon, Computer Teaches Everyday English (CTEE), Rural livelihood information, technology for women

Follow-up Study: Participatory Rural Appraisal (PRA)

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1. ICT in curricular activities and after school telecentre

A Computer Literacy Center (CLC) will be developed along with Smart Class Room (SCR) under Computer Literacy Program (CLP) [26] under the pilot program for ICTs in Education under Public Private Initiative[25].

In a SCR, students will learn through the use of interactive educational CDs and the Internet.

The CDs prepared by experts will allow quality classroom education for the students, and at the same time, become useful tools for training local teachers in better teaching methods.

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A Computer Literacy Programme Class

Source: DNet, Bangladesh

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The Smart Class Room


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Multimedia Science CD for VI-VIII


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2. ICT in Co-curricular or extra-curricular activities and academic administration

The Duke of Edinburgh’s (DofE) Award International Association [57] coordinates the community based service award program as part of co-curricular activities of schools to universities in Bangladesh since 2009 [58].

Two teachers will receive award leader training from the DEA trust in Bangladesh.

Students enrolled will have to spend at least 6 months and spend certain amount of time to fulfil the four criteria, which are service, adventurous journey, skills and physical recreation.

Student’s manual, “Esho Computer Shikhi” (Let’s Learn Computer) and Computer Teaches Everyday English (CTEE) of Dnet.

Gain ‘skill’ and provide ‘service’ at the telecentre Teachers will have to use computer as compulsory to keep

all records and submit to office at a regular basisTuesday, 08/03/2011


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Student’s manual, “Esho Computer Shikhi” (Let’s Learn Computer)

Source,DNet

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3. ICT for life and livelihood

Pallitathya (rural information) Help Line [59] which provides villages a set of mobile phone numbers to make a specific query on any livelihood matters or to send some urgent information associated with the program. Access to CD based content and pallitathya.org website browsing will be also facilitated through the telecentre.

Infolady: The “Infolady’, is a new concept evolved from the experience of ‘Mobile Lady’, coined and operated by DNet [60]. The mobile lady is equipped with a netbook (e.g., CMPC’ or EEE PC) is loaded with offline Bangla livelihood content and audio-visual content, internet modem, headphone, webcam, digital camera, mobile phone and some other light equipments like weight measurement machine, blood pressure machine, pregnancy test kit, sugar test kit etc. Women have been chosen for the infolady initiatives since they have a better access to the conservative households as well as for the handicapped and illiterate. Pallitathya help line is part of the role of infolady.

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3. ICT for life and livelihood (cont.)

“Abolombon: Empowering People through Improved Access to Livelihood Information, Governance and Human Rights”[61]. Information support will be provided through CD version of the website abolombon.org accessible through the telecentre.

Computer Teaches Everyday English (CTEE) will be available for all village residents and students during the after school hours at the telecentre.

Access to information for Improvement of Rural Livelihood [62]

Female teachers and students will be provided a handbook written in Bangla, titled “Technology and Women”, to give realization on the role of domestic stakeholders, technology for empowering women and technology for reducing poverty [63].

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Questions?Suggestions?Comments?

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