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ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal
 

ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal

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Md. Saifuddin Khalid, 2011, ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal, ABSTRACTS CD ...

Md. Saifuddin Khalid, 2011, ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal, ABSTRACTS CD ISBN: 978-84-614-7422-6
PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020. International Technology, Education and Development Conference (INTED 2011)
5th Edition – Valencia (Spain)- 7th – 9th March, 2011

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    ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal Presentation Transcript

    • ICT in Education: Technical Vocational Education & Training Institute Centered Diffusion of Innovation in Rural Bangladesh
      The PhD Plan
      Md. Saifuddin Khalid
      PhD Student and Research Assistant, eLearning Lab, Aalborg University, Denmark
      khalid@hum.aau.dk
      International Technology, Education and Development Conference (INTED 2011)
      5th Edition – Valencia (Spain)- 7th – 9th March, 2011
      ABSTRACTS CD ISBN: 978-84-614-7422-6
      PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020.
      Research Duration: September 1, 2010 – June 30, 2013
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      2
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      3
    • 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).
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      4
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      5
    • 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 sociallyconstructed and can have variedmeaning.
      Epistemology (What is the nature of knowledge?): Knowledge is not objective but subjective. Knowledge is constructedthrough the interacation of the researcher and the objects of inquiry.
      Methodology (How is knowledgedeveloped?): Identification of variedconstructionsor interpretations of reality thatexists and an attempt to recognizepatterns in themor bring themintosomeconsensus.
      Common research methods: Ethnographic case study, focusgroup, phenomenography, historical research.
      Source (contentabovequoted from): Fien, J. (2002). Advancing Sustainability in Higher Education. International Journal of Sustainability in Higher Education, 3 (3), 243-253.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      6
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      7
    • Theoretical Dimensions for LiteratureReview
      Information and CommunciationTechnology (ICT)
      eReadinessorePreparedness
      Digital Divide
      ICT in SecondaryEducation
      ICT-basedcurricular, cocurricularorextracurricularactivities in school
      Education for Sustainability (LivelihoodorEmployment)
      Information Ecology, CulturalEcology
      Information Architecture
      Ecopedagogy
      Diffusion of Innovation
      Domestication
      Participatory Action Research (PAR), Participatory Rural Appraisal (PRA)
      Telecentre, Multipurpose Community Telecentre (MCT)
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      8
    • Relationship among theoretical dimensions, project goals and scope
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      9
    • Diffusing ICT in a village around a TVET Institute
      Action research using multiple communication strategies
      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)
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      10
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      11
    • A Computer Literacy Programme Class
      Source: DNet, Bangladesh
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      12
    • The Smart Class Room
      Source: DNet, Bangladesh
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      13
    • Multimedia Science CD for VI-VIII
      Source: DNet, Bangladesh
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      14
    • 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 basis
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      15
    • khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      16
    • Student’s manual, “Esho Computer Shikhi” (Let’s Learn Computer)
      Source,
      DNet
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      17
    • 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.
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      18
    • 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].
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      19
    • Questions?Suggestions?Comments?
      khalid@hum.aau.dk, Aalborg University
      Tuesday, 08/03/2011
      20