phd plan presentaion by saifuddin khalid

PhD Student

Md. Saifuddin Khal id

khal [email protected]

ICT in Education: Technical Vocational Education & Training Institute Centered Diffusion of Innovation in

Rural Bangladesh

Supervisor

Tom Nyvang,

Associate Professor

[email protected] .dk

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

ICT in Education

12/15/2010PhD Student, Aalborg University

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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 integrated with these theories.

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

Context: Bangladesh


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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.

Context: Bangladesh (Cont.)


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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).

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

Why TVET institute is Selected?


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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.

Research Problems/Questions


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How disadvantageous communities value and adopt ICT? Thus from the viewpoint of disadvantaged rural Bangladesh community: What information communication technologies (ICT) are valuable

and why?

How can we get better employment or livelihood using these technologies?

What kind of ICT readiness is required to access valuable information and services?

What are the pros and cons of using ICT in teaching-learning practices?

What are problems in using ICT in academic administration?

How can we create our local information support system?

General Objectives


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to qualitatively compare three communication strategiesusing diffusion of innovation theory focusing ICTs in a vocational school to develop a specific methodology of Participatory Rural Appraisal

around the school to conduct Participatory Action Research for integrating ICT

training for Education for sustainability (livelihood/employment) to develop ICT learning targeted co-curricular/extra-curricular

activities to identify factors affecting integration of ICT in curricular activities

and academic administration to qualitatively study the response of teachers, students, parents and

rural community towards technology integration in school to study the information ecology in current rural setting

Simplifying the Objectives


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Objective in generalizing and theory adoption

School-based PRA for local information collection, verification and storing

A theoretical framework for effective school-based telecentre implementation

Objectives to comply MDGs and National Goal

to increase employment or livelihood for the young and village community

to enable citizens and future citizens e-prepared for accessing information and e-services

to create digital village with updated information access to local information

to create ICT skilled educators to create skilled human resources for ICT support to address needs of new creativity focused national Education Policy of

Bangladesh

Simplifying the Objectives (Cont.)


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Educational Institute Specific Objective

to create awareness on education for sustainability

to study the e-readiness state before and after the diffusion communications

to qualitatively identify most effective diffusion communication or ICT integration strategy (among three alternatives

Theoretical Dimensions for Literature Review


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1. Information and Communciation Technology (ICT)

2. eReadiness or ePreparedness

3. Digital Divide

4. ICT in Secondary Education

5. ICT-based curricular, cocurricular or extracurricular activities in school

6. Education for Sustainability (Livelihood or Employment)

7. Information Ecology, Cultural Ecology

8. Information Architecture

9. Ecopedagogy

10. Diffusion of Innovation

11. Domestication

12. Participatory Action Research (PAR), Participatory Rural Appraisal(PRA)

13. Telecentre, Multipurpose Community Telecentre (MCT)

Relationship among theoretical dimensions, project goals and scope


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ICT in Education

Bangladesh

TVET

Secondary & Higher

Secondary

Level VI-XII

Rural Socio-economic

Environment

Stakeholders

1. Family and Parents.

2. Teachers

3. Students

4. Governing Body

5. National Policy

ICT

1. Radio

2. Community Radio

3. TV (Terrestrial & Sattelite)

4. National Newspaper

5. Local Newspaper

6. Computer

7. Internet

8. Mobile Phone (features)

9. Magazines

10. ICT Magazines

11. Miking

Education

1. Curriculum & Pedagogy

2. Co-curricular or extra-

curricular activities

3. Academic Administration and

Management

Education for Sustainability Includes ICT in

Enables/Facilitates

Goal

Goal

Millennium Development

Goal: Employment

Sustainable Employment

and Empowerment

Information Ecology &

Information Architecture

Diffu

sio

n o

f

Innovatio

n o

r

Dom

estic

atio

n

Change

Scopes

1. Facilitate visualizing value of ICTs

2. eReadiness for e-Service access

3. ICT in curriculum and pedagogy

4. ICT in Academic administration

5. Skill for employment/

entrepreneurship

5. Information support for local need

Action research using three communication strategies


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Use

Co

nte

xt

Curricular & After-school

telecentre model

ICT-based Co-curricular or extra-curricular activity

and ICT-administrative tasks for teachers

Participatory, need-based, life and livelihood

centered, employment focused participatory

ICT selection, training plan, training & use

What

English & Science for VI, VII

and VIII; Geometry for IX

and X;

Teacher’s Manual; Student’s manual, “Esho

Computer Shikhi” (Let’s Learn Computer);

Computer Teaches Everyday English (CTEE);

Community Radio Operation by School for

Society(CROSS)

Computer Literacy Program (CLP);

Abolombon II: Empowering People through

Improved Access to Livelihood Information;

Pallitathya Kendra using CLICK project

model; Access to information for

Improvement of Rural Livelihood; Pallitathya

Help Line

Who

Students of VI, VII, VII, IX

and X; Teachers; After school

access for community.

Training for Two teachers; Students in a batch of 8

to 10 receive hands-on training free of charge for

two hours a day, twice a week for eight weeks;

villagers, parents and students in teams for quiz

contest.

CLP for rural disadvantaged people;

Mo

del

s Computer Literacy Center

(CLC) with Smart Class

Room (SCR)

Computer Literacy Center (CLC) Pallitathya Kendra (PTK) i.e. Rural

Information Centre

When

Weekdays, selected class

hours and after-school

After Class (days ? – to be decided) Everyday – A separate resource lab

Res

ourc

es Internet and interactive

educational CDs,

Computers and networking, internet access, ICT

magazines, newspapers, radio, television, “who

wants to be a millionnaire” – software, community

radio broadcast station.

Subscription of Pallytathya bulletin- a

monthly publication in Bangla by DNet;

Pallitathya Kendra setup resources; Video

Documentary,

Diffusing ICT in a village around a TVET Institute

Being Part of National Project


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”Information Technology Enhanced Education for a Digital Bangladesh” under ”Public Private Partnership (PPP)” The Ministry of Science and Information & Communication

Technology

D.Net (Development Research Network)

Volunteers Association for Bangladesh (VOB-NJ)

http://www.mosict.gov.bd/







http://www.dnet.org.bd/RnPHNewsDetails.php?Id=50&&NewsType=2






http://www.vabonline.org/





Feedback and Questions


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“Literacy” can be one variable for pre and post communication study.

References (partial)


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Chigona, A., Chigona, W., Kayongo, P., & Kausa, M. (2010). An emperical survey on domesticatin of ICT in schools in disadvantaged communities in South Africa. International Journal of Education and Development using Information and Communication Technology (IJEDICT) , 6 (2).

Islam, M. S., & Hasan, M. N. (2009). Multipurpose Community Telecentres in Bangaldesh: Problems and Prospects. The Electronic Library , 27 (3), 537-553.

Rogers, E. M. (1995). Diffusion of Innovations. New York: The Free Press.