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

Evaluation in a project life‐cycle: The hypermedia CAMILLE project

In the CAL literature, the issue of integrating evaluation into the life‐cycle of a project has often been recommended but less frequently reported, at least for large‐scale hypermedia environments. Indeed, CAL developers face a difficult problem because effective evaluation needs to satisfy the potentially conflicting demands of a variety of audiences (teachers, administrators, the research community, sponsors, etc.). This paper first examines some of the various forms of evaluation adopted by different kinds of audiences. It then reports on evaluations, formative as well as summative, set up by the European CAMILLE project teams in four countries during a large‐scale courseware development project. It stresses the advantages, despite drawbacks and pitfalls, for CAL developers to systematically undertake evaluation. Lastly, it points out some general outcomes concerning learning issues of interest to teachers, trainers and educational advisers. These include topics such as the impact of multimedia, of learner variability and learner autonomy on the effectiveness of learning with respect to language skills

Factors influencing teacher use of computer aided learning

Education teachers who attended an intensive training course in Computer Aided Learning (CAL) were surveyed to determine their subsequent use of computers in the classroom, what factors were influential in their computer use, and the reasons for taking the training course. Teachers reported an increase of computer use after the training course. Several factors were related to their computer use including available resources, administrator support, educational levels, teacher belief in computer effectiveness, teacher competence in CAL, and available budget money. Personal interest in CAL was ranked highest for why they attended the course with administrator request being ranked the lowest. Computer use increases when teachers are motivated and receive adequate training in CAL

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador

This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students' mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers

Factors affecting the use of computer assisted learning by further education biology teachers

The UK educational system is currently under pressure from many quarters to increase its use of educational technology. Within this context, this thesis investigates the nature of a range of factors which influence teachers' use of computer assisted learning (CAL), focusing on biology teachers in Further Education (FE). The factors were identified from the literature, and include aspects such as resourcing, and the teachers' classroom practice and educational philosophies. There were three main stages to the thesis research. The first stage involved a survey of 68 FE biology teachers. The second stage involved two interviews each with 20 of the survey respondents, producing approximately 80 hours of audiotape. The third stage involved a total of nine classroom observations with six of the interviewees, producing approximately nine hours of videotape and nine hours of audiotape. The conclusions describe how the factors interacted to affect CAL use amongst the FE biology teachers. The findings stress the importance of teachers' development of classroom familiarity with computers; this development was encouraged by both current and previous exposure to the classroom practice of other computer-using teachers. The teachers involved in the study were generally positive about educational technology, but critical about many currently available biology programs; this critical perspective was particularly evident amongst the more student-centred teachers. The findings outline a list of criteria that the teachers appeared to consider when reviewing programs, and describe the relationship between the use of software and the teachers' classroom practice. The conclusions outline the potential of a framework developed by Brown and McIntyre (1993) for future studies of how classroom practice affects, and is affected by, educational technology. The conclusions also make recommendations, based on the findings, to those responsible for FE policy and staff development about how they might help to increase teachers' use of CAL

A Preprocessor to the STAF Language

The term Computer Assisted Learning (CAL) covers the area of using the computer to assist in the learning situation. CAL is known as CAI (Computer Assisted or Aided Instruction) in the United States. There is a variety of methods by which a teacher can use to produce computer assisted learning programs. The Science Teachers' Authoring Facility (STAF) is available at the University of Canterbury for the authoring, or writing, of CAL programs. It has a specialised high level authoring language, the STAF language

Development Research : Studi Kasus Pada Computer Aided Learning (Cal)

This study aims to (1) develop prototype software called computer aided learning (CAL) for Real Analysis courses, and (2) produce a valid and practice prototype software CAL in Real Analysis. CAL was tried out to prospective math teachers at the Department in Faculty of Teacher Training and Education of Sriwijaya University. That is used in this study is a developmental research that consists of analyzing, designing, evaluating, and revising. The Instruments for collecting data are questioner, observation, and test. Questioner is used to evaluate CAL. Observation is used to see the students\u27 skills and the students\u27 activities. Test is used to see students\u27 achievement after using CAL uses test. All data are analyzed using descriptive technique. The results of analysis are: (1) CAL Developing is just for sequences, series and limit function and the cycles are analyzing, designing, evaluating, and revising. (2) CAL prototype which is developed has been valid based on expert review and practice based on try out

Elementary Electronic Kits & Interactive Web Database

The Elementary Electronic Kit and Interactive Web Database (E-Kit) project will focus on bridging the gap between Cal Poly students and local elementary schools to raise interests in engineering. Its main purpose is to expose local elementary school students to basic engineering concepts through simple interactive engineering experiments and lessons. The initial idea and proposal for this project was introduced by John Oliver, senior project advisor, whose main goal is to provide a service that would allow local elementary school teachers to bring in Cal Poly student volunteers to teach basic engineering lessons to their class. Lessons will focus on specific grade level’s math and science objectives while introducing new related engineering ideas. There are two main design requirements to the overall system: a basic template for each experimental lesson (E-Kits) and a corresponding interactive web database. The first design aspect involves the development of a basic easy-to-follow template for the engineering kits (EKits). The template will be used as the basic structure for future Cal Poly students to develop future E-kits that will be taught in elementary school classrooms. The second design aspect requires the development of an interactive website that integrates a database on a web server to store valuable E-kit information. The website will allow Cal Poly student volunteers and local elementary school teachers to use it as a means of setting up lesson reservations and appointments. Student volunteers will be able sign up to administer lessons by providing their availability and selecting which kit they would like to teach. Elementary school teachers will have to ability to browse available kits and lessons, and reserve an appropriate time and date for a Cal Poly student volunteer to come by and teach their class