 |
>>
Home >> Initiatives
>> Computer Aided Learning Program
Concept,
Genesis and Evolution
There
is a consistent international trend to explore and utilize computer
aided learning to augment the teaching learning processes in the
class room. Most parents, teachers and students identify computers as
a source of learning.
The
Computer Aided Learning program was initiated in the year 2002 to
harness the potential of computer technology for education. The
objectives of the program were to make learning a play, assessment a
fun and equal knowledge for all students. During implementation, the
objective of ‘equal knowledge for all’ got converted to ‘equal
opportunity for all’. To this end, the Foundation created
syllabus-based bi/trilingual multimedia contents. As a part of the
program, the content along with a one-day orientation, was given to
teachers. The program, in partnership with the respective State
governments, covered approximately 16,000 Schools across 14
States in the country.
The
program identified 6 factors critical to the success of computer
aided learning. These are:
- Teacher involvement and leadership
- Computer Aided Learning to be an integral part
of teachers’ pedagogy and classroom processes and not a stand-alone
activity
- Dedicated Government resource and ownership
- All time availability of the prescribed
infrastructure and hardware
- Availability of digital learning material of
adequate quality and quantity
- Continuous ongoing dialogue with teachers to
explore the strengths of the available technology
These
critical factors provided the ground for developing a demonstrable
model of computer aided learning. The model took the form of a
systematic research study on capability development of teachers and
also to support them to use technology to meet the ends of learning.
Objectives
of Computer Aided Learning Study
(henceforth CAL Study)
To
develop and empower teachers so as to enable them to enhance learning
of students and create learner-centric classroom processes with and
without the use of technology.
This
broad objective subsumes two objectives, namely,
- To develop and empower teachers so as to enable
them to enhance learning of students and create learner-centric
classroom processes.
- To develop and empower teachers so as to enable
them to enhance learning of students and create learner-centric
classroom processes through the use of technology.
The
Research Design
The research design of the study consists of :
-
Experimental School (E1) = Technology Support +
Teacher Development Support
-
Experimental School (E2) = Teacher Development
Support
- Control
School (C1 & C2) = No Support
The
state-specific research design is as given in the diagram :
Process
- A
concept note on the CAL Study was drafted and
shared with State Governments. The note clearly spelt out the roles and
responsibilities of the Government and the Foundation. The
responsibility of the government was to take care of the hardware
requirements and the Foundation had the responsibility of providing the
content and the ‘training’. The Governments of Puducherry, Chhattisgarh
and Orissa averred interest and signed the MOUs.
- A team
of facilitators, called the Field Team
were recruited and were given the task of providing academic support to
teachers – this is being done in a series of induction programs.
- A set
of criteria was evolved for selecting the
blocks, schools and the schools so selected were assigned to the
experimental and control groups by means of randomization.
- A
baseline on teacher attitude, use of
computers, students’ reading abilities, classroom process have been
completed. A baseline for measuring the learning level of students is
in pipeline.
- A draft
package on teacher development and
technology skills is in the process of being developed.
- The
field team has been periodically visiting
the schools. The school visits themselves have been divided into three
phases. Phase I deals with data for understanding the schools and the
teachers. Phase II deals with planning for development and Phase III
deals with supporting development of reading abilities and technology
skills.
- A
process is being evolved to involve the
DIETs, BRP and CRP. This consists of regular interactions with them,
involving them in the six-monthly review meetings with the State
Government, discussing the teacher development packages with them,
ensuring that they attend the teacher development sessions and getting
their feedback.
- A
mid-line (to know the direction) and endline
(to know the extent of impact) will be conducted.
- Final
conclusions on demonstrating the
effectiveness will be drawn and documented at the end of 2 years. The
impact will be seen on the following indicators:
For
Students: Increased attendance of students, increased reading and
writing abilities, enhanced learning levels, In addition, in E1
schools students show more confidence in the use of computers.
For
Teachers: Reduced absenteeism, increased punctuality and impacting
sense of self efficacy and promoting reflective practices. In
addition, in E1 schools more number of teachers will be able to use
computers as a pedagogical tool.
For
classroom processes: A shift in classroom process to give more space
to students, and teachers using learner-centred practices in teaching
and showing equity in treating students.
Top
|
