E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
Research Inventy : International Journal of Engineering and Scienceinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
Research Inventy : International Journal of Engineering and Scienceinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
his research aimed to know the problems and the implementation of the
training as the solution and evaluation of digital training that can increase the
English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia.
This study used a descriptive qualitative method with the number of trainees
were 10 English teachers. The procedures of collecting data were
observation, documentation and interview. Then, the data analysis were done
by comparing the result of the interview from the English teachers at SMP
Negeri 13 Bengkulu, Indonesia before they joined and after joining digital
training provided by the researchers and finally concluded. The first research
finding is the English teachers had problems in terms of knowledge, difficult
to apply the application or technology, and never joining training. The
second finding is the implementation of digital training had many benefits
namely increased the English teachers’ professionalism, experienced and
innovated their knowledge and skills toward the use of digital learning, it
brought a good quality for learning outcomes and it helped to be better in an
advanced educational institution, particularly at SMP Negeri 13 Bengkulu,
Indonesia. The last finding is that after implementation, the English teachers
still got problems in using the application and need more training. The
implication of this study is digital training can be an advanced way in
educational development which needs good participation from the trainers,
trainees and educational institution.
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children’s health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
E learning in bangladesh- the ‘trainer in your pocket’ christopher s. walsh
1. IADIS International Conference e-Learning 2011
E-LEARNING IN BANGLADESH:
THE ‘TRAINER IN YOUR POCKET’
Christopher S. Walsh
The Open University, United Kingdom
ABSTRACT
While sustainable models of teacher professional development through information communication technologies (ICT) in
developing countries like Bangladesh provide new opportunities for improving teaching and learning, they are largely
unexplored. A variety of models of teacher professional development have been reported on in the research, but little
attention has been paid to large-scale mobile e-Learning models that promote changes in communicative language
teaching practices. This paper examines the ‘trainer in your pocket,’ an e-Learning component of English in Action (EIA),
a project designed to contribute to the growth of Bangladesh by providing English language as a tool for better access to
the world economy. The ‘trainer in your pocket’ works to build the capacity of teachers to achieve pedagogical change at
the classroom level by providing them with strategies to teach English in more participatory and communicative ways on
MP3 players and mobile phones. EIA’s ‘trainer in your pocket’ encourages continuous self and supported learning to
help teachers rethink their pedagogical practices and simultaneously learn English. Teachers receive hundreds of audio
resources for classroom use that provide students unprecedented opportunities to hear and experience high levels of
spoken English directly related to Bangladesh’s national curriculum. The paper argues e-Learning can play a critical role
in development projects alongside face-to-face and ICT-enhanced teacher professional development. Furthermore, it
provides a replicable framework or model for large-scale teacher professional development in emerging economies.
KEYWORDS
Teacher professional development, e-Learning, communicative language teaching, ICT, mobile phones
1. INTRODUCTION
English in Action EIA is a unique international development project led and managed by BMB Mott
McDonald, The Open University (UK) and The British Broadcast Corporation (BBC) World Service Trust.
The project also works collaboratively with local organisations including the Underprivileged Children’s
Educational Programme (UCEP) and Friends in Village Development Bangladesh (FIVDB). Implemented in
2008, EIA is designed to assist 25 million people in Bangladesh improve their English language skills in
three stages over 9 years. The project was originally requested by the government of Bangladesh, and
subsequently funded (£50 million) by the United Kingdom’s Department for International development
(DfID).
English in Action (EIA) aims to raise Bangladesh’s economic and social profile by providing English
language as a tool for the population to access global opportunities utilising multiple entry points in schools
and the mass media. In schools, EIA promotes innovative teaching and learning methods through the use of
audio resources on mobile phones and MP3 players (alongside visual and print resources) closely aligned
with the Government of Bangladesh's primary and secondary national curriculum, textbooks and assessment
procedures. This ICT-enhanced teacher professional development is provided alongside a continuous (12
month) face-to-face programme within a school-based open learning model. The Project also uses television
and mobile telephones to increase access to learning materials for adults primarily through BBC Janalai, a
unique multi-platform project that harnesses multimedia technology (TV, Internet, mobile phones) to provide
affordable education to potentially millions of people in the Bangladeshi-speaking community.
This paper provides a review of research around e-Learning and teacher professional development
(through and with ICT) and the use of short message service (SMS) in teacher education and training. It then
describes EIA’s learning resources (print, audio & visual) that were distributed through a cyclical (12 month)
face-to-face and ICT-enhanced teacher professional development programme. The teacher professional
165
3. IADIS International Conference e-Learning 2011
professional learning opportunities” (p. 379) that teachers actively took advantage of. Power and Thomas’
study found that over half of the teachers involved used the pocket PCs for professional development, by
accessing literacy and science e-books and resources. Teachers in the study also reported that they found
these, essentially m-learning, resources very useful in terms of their own professional development. EIA’s m-
learning approach draws on the work of Power and Thomas (2007) by providing a similar model of teacher
professional development via mobile technologies (MP3 players and mobile phones) with face-to-face cluster
support. The major difference is that most mobile phones and MP3/MP4 players now have the same capacity
as the pocket PCs (25 iPaq H4150) used in their study, but at a much lower cost.
2.2 SMS in Teacher Education and for Improving Student Learning
There are a number of studies on short message service (SMS) and its uses in teacher education. One small
pilot study investigated how supervising teacher and pre-service students could discus and share their ideas
about teaching methods through SMS and digital photography as a part of the supervision process (Seppälä
and Alamäki, 2003). Research that looks at formal uses of SMS in education in the Philippines and non-
formal uses of SMS in Mongolia found that the inherent popularity of SMS text messaging offers important
opportunities for formal and non-formal education in Asia (Librero et al., 2007). Vilojen, DuPreez and Cook
(2005) used SMS to support student learning at the University of Pretoria in South Africa. In their project,
SMS was used for asynchronous academic support. This included the facility for students to ask questions
via SMS and receive feedback. Students could also phone in to listen to mini lectures using interactive voice
response technology and take interactive multiple-choice quizzes. The project also uses SMS to direct
students to specific resources needed to complete academic tasks.
Two projects from South Africa, Dr Maths on Mxit and M4Girls use SMS to enhance student learning.
Dr Maths on Mxit is a programme aimed at assisting high school students with maths homework. It uses a
tutoring system using MXit1, a free instant messaging program for mobile phones. Dr Maths makes use of a
call centre-like functionality that runs from a client-based platform on a PC. Through SMS, it provides m-
learning tutoring and support for students with maths tutors in either English and/or Afrikaans (SAIDE,
2008). The M4Girls project2 is a partnership between Nokia, Mindset Network, and the Department of
Education (North West Province of South Africa) that delivers maths content using SMS on mobile phones
for female learners. The project targeted the development of maths competencies in year 10 students from
impoverished communities with the primary aim of empowering girl learners. SMS in teacher education,
and student learning provide examples of how m-learning can be leveraged to meet specific professional
development and educational and/or social needs of teachers and students. EIA is currently drawing on these
studies as we field test SMS as a means to provide teacher professional development to promote student
centred learning and communicative English language teaching.
3. EIA’S INNOVATIONS IN TEACHER PROFESSIONAL
DEVELOPMENT
EIA developed an innovative ICT-enhanced programme of teacher professional development drawing on key
findings from current research and their own baseline study entitled ‘An Observation Study of English
Lessons in Primary and Secondary Schools in Bangladesh’ (EIA, 2009). The study found that traditional or
structural (grammar-based) methods of formal English teaching and learning were the primary English
teaching methods used across the country. This method is characterised by English teachers standing at the
front of the classroom habitually reading from textbooks and asking closed (recall) questions of individual
pupils or choral responses. The study found there was a general absence of visual resources used by teachers
with the exception of the blackboard. With a grammar-based approach being used throughout the country, the
study highlights the reality that most pupils have few opportunities to speak or listen to English for
communicative purposes during their English classes. Furthermore, there was little evidence that students
were able to listen to native speakers or very fluent English speakers because many English teachers in
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!
!
1 For more information see http://www.mxit.com/
2 For more information see http://www.mobileactive.org/case-studies/m4girls-empowering-female-students !
167
5. IADIS International Conference e-Learning 2011
levels of peer support, including monthly cluster meetings with other project teachers that are facilitated by
the TFs, who also visit teachers in their schools, and facilitate the sharing of challenges, strategies and
achievements.
3.1 e-Learning Communicative Language Teaching (CLT) Resources
EIA provided extensive materials to primary teachers on MP3 players and mobile phone to assist them in
implementing communicative language teaching (CLT) practices with their students. Primary teachers’ iPod
Nanos came preloaded with audio resources specifically produced to match every lesson in the national
textbook series English for Today (National Curriculum & Textbook Board Bangladesh, 2002) at their year
level (Levels 1-5). In total, each primary teacher received 355 audio files (primarily dialogues). The iPod
Nanos (2009-2010) and low cost mobile phones (2011) also provide primary teachers with songs for the
beginning and end of every lesson, and a range of supplementary songs, poems and other readings3. In
addition, all primary teachers have EIA-produced Activity Guides at each of the 5 grade levels with
complimentary visual (posters, flash cards, figurines) and print resources (audio transcripts of the dialogues).
Secondary teachers receive fewer additional classroom resources because they generally have higher levels
of English language proficiency and have received more pedagogical training then their primary
counterparts. To support CLT practices in the secondary classroom, teachers are provided with lesson plan
cards, maps, and photos. The sheer volume of materials (355 audio files, visual, tactile and print-based
resources and activity guides) made available to teachers thus far in the project (more than 700) is significant.
By 2012, 4000 additional teachers will be provided with these same resources making EIA one of the largest
CLT teacher professional development projects in the world. Then in stages the project will leverage the
technology available to provide up to 100,000 teachers with audio files and speakers on mobile phones or SD
cards to make the primary aim of the project, providing English language to 25 million Bangladeshis as a
tool for better access to the world economy, viable and sustainable.
3.2 “A Trainer in your Pocket’
EIA is a nine-year project that will provide professional development for 90,000 teachers by 2017. This
massive undertaking was not conceived as programme with a fixed end date, rather the idea or ethos behind
the programme was to provide a vehicle for ongoing self-supported learning after the project officially ends.
To this end, the idea of the ‘trainer in your pocket’ emerged as a viable way to provide teachers with the
professional development required to meet EIA’s overall goal after 2017.
In a pilot study (2009-2010) to test the viability of the ‘trainer in your pocket’ idea as well as provide
teachers with audio resources, EIA provided teacher professional development resources (audio and video)
preloaded on the Apple iPod Nano (primary) and Touch (secondary). These devices included a suite of audio
resources teachers could use in the classroom to support the national curriculum because they were also
supplied with portable, rechargeable speakers. The ‘trainer in your pocket’ set of professional development
resources to support primary teachers’ own learning included 18 video clips and 4 audio recordings that
exemplify a range of correct and incorrect English CLT classroom practices. Figure 2 is an example of the
trainer in your pocket’, an ICT-enhanced teacher professional development video entitled, ‘Doing pair-work’
developed by The Open University. It is intended for teachers to use on their own and the incorrect (red x in
the lower right hand corner) and correct (green check in the lower right hand corner) ways to introduce and
implement pair work in an English CLT classroom. The secondary teachers were supplied with 46 audio files
dedicated to teacher professional development on the iPod Touch. In the pilot 460 primary teachers were
given an iPod Nano and 230 secondary teachers were given the iPod Touch. Secondary teachers’ iPod touch
was preloaded with audio podcasts enhanced with synchronized text and images. This was the core of their
the ICT-enhanced teacher professional development materials. They also received a print-based teacher
professional development package entitled, English for Today in Action, that presents 12 CLT modules
(Active listening, predictive listening, using visual aids, creative writing, etc.) that they can adapt and use to
teach communicative English.
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3
For examples of EIA audio and video materials visit http://www.eiabd.com/eia/
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English lessons in primary and secondary schools in Bangladesh, where 27% of teachers spoke in English
more than they did in Bangla. In the second study, primary (98%) and secondary (98%) teachers reported on
interview that they enjoyed taking part in EIA and believed their communicative English language
proficiency improved. As a result of their familiarity and experience using the mobile audio technologies,
most teachers (96% Primary; 86% Secondary) noted they felt more confident in using and modeling spoken
English in the classroom. More important findings indicate the majority of teachers (86% Primary; 92%
Secondary) have changed their pedagogical practices to focus on communication, with grammar being
explained in context. 91% or primary and 90% of secondary teachers report often designing activities to have
pupils interact in English; and all secondary teachers and 93% of primary teachers report improved pupil
motivation as a result in changes to classroom practice. It is important to also note that many of these
teachers still struggle with teaching communicative English due to low and/or developing English language
proficiency levels. More detailed and comprehensive research needs to be undertaken to uncover the changes
in practice indicated by these preliminary research studies.
5. CONCLUSION
It is clear that e-Learning and ICT-enhanced forms of teacher professional development can play a central
role in international development agendas, particularly large scales ones like English in Action (EIA). I
began this paper by providing an overview of how e-Learning and SMS are being leveraged to support and
train teachers across differing international contexts both in the developed and developing world. I then
outlined EIA’s innovative approach to teacher professional development which effectively blends face-to-
face and ICT-enhanced approaches first using MP3 players and now mobile phones. As a large-scale project
that aims to improve the English proficiency of 25 million people through school-based professional
development approaches (The Open University) and the mass media (The BBC World Trust), the notion of
the ‘trainer in your pocket’ can be viewed both the means and the ends of development. It allows or provides
for individual freedom to access vital audio and visual resources to improve teaching practice alongside self-
directed learning modules. Additionally as we are only three years into a nine year project, our ‘trainer in
your pocket’ model currently provides the technology to create, access and leverage new teacher networks
for communication and lifelong learning possibilities in an emerging economy. This is because it fosters the
creation, sharing and/or distribution of knowledge (pedagogical, technical and otherwise), through user-based
content generation, which I view as fundamental in increasing the possibilities of a person or community to
develop to full potential.
English in Action (EIA) is a project designed to contribute to the growth of Bangladesh by providing
English language as a tool for better access to the world economy. The idea is that by increasing individuals’
English language proficiency will also increase their social and economic opportunities. Through EIA’s
developmental Research (2008 – 2011) carried out with 700 teachers from government schools across
Bangladesh, as well as some 60 teachers from NGOs, we have tested the ‘trainer in the pocket’ and view this
form of e-Learning as one of the most effective, scalable and sustainable models of supported open and
distance learning for English language teachers in Bangladesh. As we scale up and provide mobile phone-
based technology kits for 4000 teachers (alongside face-to-face teacher professional development) with EIA
materials on SD cards and portable speakers, we will have more reliable data on the effectiveness of this
form of e-Learning. The challenge will be in further developing our open distance learning modules on the
mobile phones which will eventually need to replace the face-to-face teacher professional development at the
end of the project. Directed efforts have also been undertaken to work with teachers from rural communities
(80% of the 700 teachers in the developmental research were from rural communities) who do not have
reliable sources of electricity. Our current field test is also supplying two schools with solar panel chargers
(£32 each) to ensure they can charge and use the mobile phones and portable rechargeable speakers. The
speakers themselves also run off of mobile phone batteries and have a slot for the SD card to maximize the
potential of being able to use EIA’s audio resources for classroom-based English language teaching and
learning.
A core component of EIA’s school-based open learning model of professional development is working to
build capacity among teachers themselves which explicitly addresses the human and teacher professional
development impacts of ICT implementation. This is an example of e-Learning for development that ensures
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