This document discusses a research project on integrating information and communication technologies (ICT) into education in rural Bangladesh. Specifically, the research will focus on diffusing ICT innovation at a technical vocational education and training (TVET) institute. The project aims to 1) compare three communication strategies for diffusing ICT using diffusion of innovation theory, 2) develop a participatory action research methodology involving the local community, and 3) qualitatively identify the most effective strategy for integrating ICT and increasing employment opportunities for students and the community. The research will examine factors like digital readiness, information ecology, and education for sustainability.

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. 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 & 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.
PhD Student, Aalborg University 12/15/2010

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. 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. 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. 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. 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 setting
PhD Student, Aalborg University 12/15/2010

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
Bangladesh
PhD Student, Aalborg University 12/15/2010

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 alternatives
PhD Student, Aalborg University 12/15/2010

10. Theoretical Dimensions for Literature Review
10
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)
PhD Student, Aalborg University 12/15/2010

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. Radio
2. Community Radio Education
3. TV (Terrestrial & Sattelite) 1. Curriculum & Pedagogy
4. National Newspaper ICT in Education 2. Co-curricular or extra-
5. Local Newspaper curricular activities
6. Computer 3. Academic Administration and
7. Internet Bangladesh Management
8. Mobile Phone (features) Goal
Millennium Development
9. Magazines Goal: Employment
10. ICT Magazines TVET
Goa
11. Miking l
Sustainable Employment
and Empowerment
Secondary & Higher

Secondary
Diff
Inno 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. 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 livelihood
Context
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. 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. Feedback and Questions
14
 “Literacy” can be one variable for pre and post
communication study.
PhD Student, Aalborg University 12/15/2010

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