PhD plan presentaion by Saifuddin Khalid

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PhD plan presentaion by Saifuddin Khalid

  1. 1. ICT in Education: Technical Vocational Education &Training Institute Centered Diffusion of Innovation in Rural Bangladesh P h D S t u d en t S upervi sor Md. S ai fuddi n Khal i d Tom Nyv an g , k h al i d @h u m . aa u.d k Associ at e P rofesso r nyvan g@ hum .a au .d k Research Duration: September 1, 2010 – June 30, 2013
  2. 2. ICT in Education 2 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 & ODay, 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.PhD Student, Aalborg University 12/15/2010
  3. 3. Context: Bangladesh 3 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.PhD Student, Aalborg University 12/15/2010
  4. 4. Context: Bangladesh (Cont.) 4 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).PhD Student, Aalborg University 12/15/2010
  5. 5. Why TVET institute is Selected? 5 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.PhD Student, Aalborg University 12/15/2010
  6. 6. Research Problems/Questions 6 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?PhD Student, Aalborg University 12/15/2010
  7. 7. General Objectives 7 to qualitatively compare three communication strategies using 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 settingPhD Student, Aalborg University 12/15/2010
  8. 8. Simplifying the Objectives 8  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 BangladeshPhD Student, Aalborg University 12/15/2010
  9. 9. Simplifying the Objectives (Cont.) 9  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 alternativesPhD Student, Aalborg University 12/15/2010
  10. 10. Theoretical Dimensions for Literature Review 101. 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)PhD Student, Aalborg University 12/15/2010
  11. 11. Relationship among theoretical dimensions, project goals and scope 11 s Education for Sustainability ilitate  Inclu le s/Fac des Enab ICT ICT  i n 1. Radio2. Community Radio Education3. TV (Terrestrial & Sattelite) 1. Curriculum & Pedagogy4. National Newspaper ICT in Education 2. Co-curricular or extra-5. Local Newspaper curricular activities6. Computer 3. Academic Administration and7. Internet Bangladesh Management8. Mobile Phone (features) Goal Millennium Development9. Magazines Goal: Employment10. ICT Magazines TVET Goa11. Miking l Sustainable Employment and Empowerment Secondary & Higher  SecondaryDiffInno sticati Dom  u si o n o r Level VI-XII vati e Stakeholders Scopes n of o 1. Family and Parents. 1. Facilitate visualizing value of ICTs on 2. Teachers Socio-economic 2. eReadiness for e-Service access 3. Students Rural Change 3. ICT in curriculum and pedagogy Environment 4. Governing Body  4. ICT in Academic administration 5. National Policy 5. Skill for employment/ Information Ecology & entrepreneurship Information Architecture 5. Information support for local need PhD Student, Aalborg University 12/15/2010
  12. 12. Diffusing ICT in a village around a TVET Institute Action research using three communication strategies 12 Curricular & After-school ICT-based Co-curricular or extra-curricular activity Participatory, need-based, life and livelihoodContext telecentre model and ICT-administrative tasks for teachers centered, employment focused participatory Use ICT selection, training plan, training & use English & Science for VI, VII Teacher’s Manual; Student’s manual, “Esho Computer Literacy Program (CLP); and VIII; Geometry for IX Computer Shikhi” (Let’s Learn Computer); Abolombon II: Empowering People through and X; Computer Teaches Everyday English (CTEE); Improved Access to Livelihood Information; What Community Radio Operation by School for Pallitathya Kendra using CLICK project Society(CROSS) model; Access to information for Improvement of Rural Livelihood; Pallitathya Help Line Students of VI, VII, VII, IX Training for Two teachers; Students in a batch of 8 CLP for rural disadvantaged people; and X; Teachers; After school to 10 receive hands-on training free of charge for Who access for community. two hours a day, twice a week for eight weeks; villagers, parents and students in teams for quiz contest. Computer Literacy Center Computer Literacy Center (CLC) Pallitathya Kendra (PTK) i.e. Rural Models (CLC) with Smart Class Information Centre Room (SCR) Weekdays, selected class After Class (days ? – to be decided) Everyday – A separate resource lab Resources When hours and after-school Internet and interactive Computers and networking, internet access, ICT Subscription of Pallytathya bulletin- a educational CDs, magazines, newspapers, radio, television, “who monthly publication in Bangla by DNet; wants to be a millionnaire” – software, community Pallitathya Kendra setup resources; Video radio broadcast station. Documentary,PhD Student, Aalborg University 12/15/2010
  13. 13. Being Part of National Project 13 ”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)PhD Student, Aalborg University 12/15/2010
  14. 14. Feedback and Questions 14 “Literacy” can be one variable for pre and post communication study.PhD Student, Aalborg University 12/15/2010
  15. 15. References (partial) 15 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.PhD Student, Aalborg University 12/15/2010

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