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ICT for Learning- Transforming Children’ Future

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Abstract:

The Individual paper/poster presentation will be on an evaluation report of a pilot project carried out in selected government primary schools (GPS) in Bangladesh by Save the Children that showed how Information and Communication Technology (ICT) could help to improve student and teacher engagement in learning, make teaching an easier and more rewarding experience. In Bangladesh, although practically all 20 million children of primary school age enroll in formal primary schools, however even children who complete Grade 5, only 22% obtain the basic competencies targeted by the Ministry of Primary and Mass Education. A research monograph identified another group of students under zone of exclusion, these are the students who physically present in class but psychologically and intellectually absent and therefore not participating and engaging in learning, both at primary and secondary levels. Focusing now only on access is not enough if quality of learning is not addressed. Quality and learning outcomes is the core of the global agenda. In this context, ICTs are acknowledged as having the potential to enhance the quality of education, to enable a knowledge network for students; train and support teachers; broaden the availability of quality educational materials; enhance the efficiency and effectiveness of educational management and administration (GESCI strategic paper 2009-2011).
Before starting the project, Save the Children repeatedly documented that student performance decreased with each grade, few children passed math and English, and no student and only 20 percent of teachers had ever used a computer. Records in classrooms teachings indicated few resources and too many children with traditional methods of teaching. This led to energy spent on discipline and general lectures (Baseline survey report 2009 by Save the Children).
The pilot project of Save the Children (18 with one laptop and one projector in each school) initiated in 2010 and focused on classroom pedagogy (by teacher training on use of ICT as teaching tools), student learning (by developing interactive audio visual teaching software on national textbooks) and track students’ performances (by creating database software). The project aimed to stimulate innovative pedagogical practices of teachers by providing them with web browsing, information collection and power point presentation skills. Teachers design and prepare classroom content by collecting latest information/picture/video and do research which helps them to understand lessons more deeply and use creativity to prepare and deliver content in the classes. The most significant innovation of the project is the creation of an online blog for the teachers (www.teachers.gov.bd). The contents developed by the teachers are not only for their use but can also be circulated among their peers. The online forum promotes a great opportunity for collaboration and networking in education and professional development for the teachers of rural primary schools.
The project evaluation (2012) research used mixed methods with greater emphasis on qualitative procedures to observe classroom practice, interview individuals and groups involved. Surveys are also summarized with questions intended for generalization rephrased and administered to check reliability.
The evaluation showed, the ICT pilot project of Save the Children has mobilized teachers with new energy and changed their traditional style of teaching with a new joyful and creative ICT approach that is appealing to students. The introduction of ICT to these classrooms has helped teachers make their lesson presentation better seen and heard by more students, and more interesting to them. As students become more engaged in the subject matter at school, the more likely they are to learn and be interested in more learning. Teachers who have used the technology report a greater interest in teaching and reports suggest that teachers ave become more enthusiastic and engaged in the teaching process. Parents perceive ICTs as adding value to children are thus more likely to send their children to school and to keep them in school. ICTs can provide access to the latest and most up-to-date teaching and learning resources with a greater immediacy than previously possible.
The global debate is how to address equity of learning outcomes and bridge widening inequality of access to higher levels of learning. Sharing the findings and challenges of the pilot project could bring more ideas to answer of that question.
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p717580_index.html
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HTML Code:

MLA Citation:

Parvin, Ruxana. and LeTendre, Gerald. "ICT for Learning- Transforming Children’ Future" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717580_index.html>

APA Citation:

Parvin, R. and LeTendre, G. , 2014-03-10 "ICT for Learning- Transforming Children’ Future" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717580_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Individual paper/poster presentation will be on an evaluation report of a pilot project carried out in selected government primary schools (GPS) in Bangladesh by Save the Children that showed how Information and Communication Technology (ICT) could help to improve student and teacher engagement in learning, make teaching an easier and more rewarding experience. In Bangladesh, although practically all 20 million children of primary school age enroll in formal primary schools, however even children who complete Grade 5, only 22% obtain the basic competencies targeted by the Ministry of Primary and Mass Education. A research monograph identified another group of students under zone of exclusion, these are the students who physically present in class but psychologically and intellectually absent and therefore not participating and engaging in learning, both at primary and secondary levels. Focusing now only on access is not enough if quality of learning is not addressed. Quality and learning outcomes is the core of the global agenda. In this context, ICTs are acknowledged as having the potential to enhance the quality of education, to enable a knowledge network for students; train and support teachers; broaden the availability of quality educational materials; enhance the efficiency and effectiveness of educational management and administration (GESCI strategic paper 2009-2011).
Before starting the project, Save the Children repeatedly documented that student performance decreased with each grade, few children passed math and English, and no student and only 20 percent of teachers had ever used a computer. Records in classrooms teachings indicated few resources and too many children with traditional methods of teaching. This led to energy spent on discipline and general lectures (Baseline survey report 2009 by Save the Children).
The pilot project of Save the Children (18 with one laptop and one projector in each school) initiated in 2010 and focused on classroom pedagogy (by teacher training on use of ICT as teaching tools), student learning (by developing interactive audio visual teaching software on national textbooks) and track students’ performances (by creating database software). The project aimed to stimulate innovative pedagogical practices of teachers by providing them with web browsing, information collection and power point presentation skills. Teachers design and prepare classroom content by collecting latest information/picture/video and do research which helps them to understand lessons more deeply and use creativity to prepare and deliver content in the classes. The most significant innovation of the project is the creation of an online blog for the teachers (www.teachers.gov.bd). The contents developed by the teachers are not only for their use but can also be circulated among their peers. The online forum promotes a great opportunity for collaboration and networking in education and professional development for the teachers of rural primary schools.
The project evaluation (2012) research used mixed methods with greater emphasis on qualitative procedures to observe classroom practice, interview individuals and groups involved. Surveys are also summarized with questions intended for generalization rephrased and administered to check reliability.
The evaluation showed, the ICT pilot project of Save the Children has mobilized teachers with new energy and changed their traditional style of teaching with a new joyful and creative ICT approach that is appealing to students. The introduction of ICT to these classrooms has helped teachers make their lesson presentation better seen and heard by more students, and more interesting to them. As students become more engaged in the subject matter at school, the more likely they are to learn and be interested in more learning. Teachers who have used the technology report a greater interest in teaching and reports suggest that teachers ave become more enthusiastic and engaged in the teaching process. Parents perceive ICTs as adding value to children are thus more likely to send their children to school and to keep them in school. ICTs can provide access to the latest and most up-to-date teaching and learning resources with a greater immediacy than previously possible.
The global debate is how to address equity of learning outcomes and bridge widening inequality of access to higher levels of learning. Sharing the findings and challenges of the pilot project could bring more ideas to answer of that question.


Similar Titles:
Bridging the learning gap among disadvantaged children: Integrating literacy and learning in Save the Children’s common approach to sponsorship programming

Transforming Teacher Candidates’ Views of Family Roles in their Children’s Learning: Tapping into Families’ Funds of Knowledge

From Access to Learning: System effects that continue to delay children’s ability to learn.


 
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