Most school leaders began their discussion of the introduction and effectiveness of the BRAC-CAL program by referring to long-term and highly valued past relationships between BRAC and the implementing schools prior to and throughout the CAL program. Several teachers' accounts suggested that the primary focus of initial training was on becoming familiar with ICT and learning how to open and use the CAL materials. While most of the teachers reported positively on this, one teacher suggested that after several years follow-up support should move beyond "how to use the materials").
Principals and teachers from four of the six study schools indicated that BRAC-CAL visited their schools several times and observed classes, especially in the initial years of implementation. In two of the six schools, teachers had access to other computers (available in the school room or via teachers' own laptops) for practice and preparation. In terms of observed classroom practices, there were no notable differences between CAL and non-CAL lessons, except for the use of CAL materials themselves.
Most students had little opportunity for extended conversation and no opportunity for independent access to the technology or the use of the materials. The BEP should engage with the relevant GoB institutions to explore the inclusion of the CAL resources in the next Sector Wide Approach (SWAP), which is currently in early design, with support from the Asian Development Bank.
INTRODUCTION
- BACKGROUND
- PURPOSE OF EVALUATION
- DESIGN
- SAMPLE
- FILEDWORK AND DATA COLLECTION
- DATA MANAGEMENT AND ANALYSIS
- ETHICS
- BIAS AND LIMITATIONS
BEP considered that the development of CAL materials was the most important part of the project. The trainers and some of the content developers jointly demonstrated an ideal class using this material. More recently, all teachers of the CAL program received further three-day refresher training as the need arose, for example if the curriculum was changed or there was any change in the material.
The strengths and weaknesses of the 'teacher development' approach, in relation to developing teachers' confidence, subject knowledge and classroom practices. Group interviews were conducted with three students from observed classes to gauge students' experiences and views of the CAL program. Finally, focus group discussions were held with all BRAC-CAL teachers2 to consolidate views on how the program had worked in the school.
At the time of the study, BRAC-CAL was operating in fifty schools in six districts of Bangladesh: Bogra, Comilla, Gazipur, Rajshahi, Sylhet and Tangail. The scope of the study allowed for two field teams to collect data over a one-week period. Each research assistant had expertise in one of the target subjects, English, Mathematics or Science.
Each research team arrived at the chosen school before the start of the school day. They first attempted to observe the CAL and non-CAL lessons of the respective teachers, and then conducted semi-structured interviews with the teachers and group interviews with students. If any of the research assistants were free while another conducted interviews, group interviews or FGD, they assisted the interviewer by taking.
Thematic analysis of the data was performed with Nvivo software, using approaches described by Braun and Clarke (2006).
RESEARCH FINDINGS
Several teacher reports indicated that the primary focus of initial training was on familiarizing them with ICT and learning how to access and use CAL materials. The CAL material is central to the design and implementation of the program and was commented on by all participants. Third, and perhaps most important to BRAC-CAL, CAL classes were often chronically overcrowded.
Only two schools had a UPS power supply working and available in the CAL room, but they did not appear to be schools facing electricity challenges: the head teacher of one said '…the area is blessed in terms of available electricity' (C-Dist. -School 3), while no participants raised any problems with electricity in the other school (B-Dist.-School 3). Another school (C-Dist-School 1) had a working UPS, but it was not available in the CAL classroom. Although it is not currently equipped as the CAL classroom has been moved.” (C-Dist-School 1, Teacher FGD).
Two schools (B-Dist-School 1 and 2) reported that the UPS was broken, while one school (C-Dist-School 1) had a working UPS, but for some reason it was not available for classroom use. CAL. The training programs provided basic knowledge about the operation and handling of CAL materials, how to use computers.' T1: “In training, we learned that maintaining eye contact is the best way to keep students engaged in learning.
In terms of developing teachers' own subject knowledge, only two teachers (out of eighteen) said they felt that using the CAL materials had benefited them in this way. In terms of observed classroom practices, across the thirty-two hours observed, there were few discernible differences between CAL and non-CAL lessons, beyond the use of the CAL materials themselves. In all lessons, the students' dominant activity was 'watching and listening', either to the teacher or to the CAL materials.
Like(d) was often used by teachers and students to express their opinion that they preferred CAL classes over non-CAL classes. Teachers and pupils from all schools were asked whether the pupils had the possibility to use the CAL resources (computers or teaching materials) independently, outside of the lessons. They thought about taking the CAL resources home, but couldn't ask the teacher for it.
CONCLUSIONS AND RECOMMENDATIONS
Classroom observation data suggest few differences in teaching and learning between CAL and non-CAL lessons other than the use of the CAL materials themselves. This was usually interspersed with occasional short responses to the teacher's closed questions, by individual students or the whole class in chorus, with short pieces of written work at the end of the lesson. In more than half of the lessons observed (60%), teachers made no attempt to organize students into pairs or groups and in more than one in ten lessons (12%), students were organized into pairs or groups without no student-student. ongoing conversation.
Nevertheless, participants almost unanimously agreed that CAL lessons were more appropriate than non-CAL lessons. Participants mostly attributed changes in teaching and learning to the CAL materials themselves – students liked the materials; They found it useful to be able to see animations, videos or pictures of people, places and things that were otherwise beyond their experience or imagination. The main purpose of the teacher development approach was to equip teachers with high-quality materials and ICT skills for their use, and it was successful.
Previous evaluation mechanisms have gone so far as to examine the use of technology and materials in schools and participants' self-reported effects; they did not go beyond examining the extent to which teaching and learning practices or outcomes had changed. There is evidence that the educational technologies provided by BRAC-CAL are being used extensively, at or near full capacity (based on the school day schedule, depending on the availability of electricity and equipment maintenance), for the teaching and learning of the target subjects. Both students and teachers perceive that students understand the subject content better and faster when they use CAL materials, and students can illustrate this with specific examples.
Both students and teachers prefer lessons in which the CAL materials and technologies are used over non-CAL lessons. The BEP should engage with the relevant GoB institutions to explore inclusion of the CAL resources in the next Sector Wide Approach (SWAP), which is currently in early design, with support from the Asia Development Bank. BEP should work with schools to explore ways in which students may be able to use the materials more independently in or out of school, perhaps by providing student copies of the CAL discs or by providing students with online access.
A lead teacher suggested that students could be trained to teach CAL lessons to their peers.
Power T, Gater R, Grant C and Winters N (2014), Educational Technology Topic Guide, Available at: http://www.heart-resources.org/topic/educational-technology/. An Educational Rigorous Literature Review, EPPI-Centre, Social Sciences Research Unit, Institute of Education, University of London.
ANNEXTURES
It is not teachers or schools that are evaluated, but the support provided through BRAC-CAL. Does this placement cause problems for the BRAC-CAL teachers, HT or the wider school. Have the teachers had or had a need for ongoing support after initial training – how has the school head or the BRAC-CAL program responded to that need.
What kind of evidence would you provide for the benefits or difficulties participating in BRAC-CAL has brought to your school. Note student activities, practices, or materials that may have been promoted by BRAC CAL (eg, teaching methods and techniques used, use of materials, use of technology, collaborative learning opportunities, etc.) in the middle column as well. Anything that was difficult to follow/implement – what made it go better another day.
Participation (how the students participated in the lesson - in what way) - Did the BRAC-CAL training help them to increase student participation. Did the teacher find any difference between the BRAC-CAL lesson and the regular lesson for them or their students. What positive changes have come to teachers' regular practice as a result of the BRAC-CAL training.
During these two lessons, did he encounter a particular problem that BRAC-CAL training could help them overcome? Has there been any follow-up training or support since the initial BRAC-CAL training (e.g., ongoing meetings or mentorship; peers in school; networking outside of school). Is there anything you wish BRAC-CAL had helped you learn that you haven't learned yet?
Do you think student learning has changed in any way - how - and how do you know.
