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An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh.
BRAC initiated Computer Aided Learning (CAL) programme, the first ever in Bangladesh, to introduce ICT based materials in teaching-learning in 2004 Along with digital contents of Science, English and mathematics of secondary level, this programme provided basic ICT and content delivery training to the teachers of programme schools. A qualitative evaluation following the Realist Evaluation framework was designed to evaluate the programme mechanism, context and outcome. Data were collected from six secondary schools selected purposively. Findings showed that both teachers and students enjoyed the CAL materials and also believed that those materials had changed classroom scenario by improving learners’ attention and participation in classroom activities. However, significant difference was not observed between CAL and non-CAL classrooms. Teachers struggled to organise collaborative learning tasks such as group and pair works. Students also had limited participation in teaching-learning process. Irregular electricity supply sometimes hampered use of CAL materials. Furthermore, students had limited access to these materials. Bearing this context the recommendations were to focus more on teachers’ pedagogic improvement and to create more scopes for students’ self use of these materials
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
Cognitive apprenticeship : teaching the craft of reading, writing, and mathtematics
Includes bibliographical references (p. 25-27)This research was supported by the National Institute of Education under Contract no. US-NIE-C-400-81-0030 and the Office of Naval Research under Contract No. N00014-85-C-002
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Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners
Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015.
It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning.
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs
An introduction to learning technology in tertiary education in the UK.
Contents: 1. The Learning Technology Arena
2. The Learning Technology Community
3. Learning Technology Tools
4. Key issues and developments in the Learning Technology Field
5. Implementing Learning Technologies
6. Further Resource
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