Localized Content: Developing Computer Aided Learning (CAL) materials with NCTB contents and local examples

Introduction Integration of technology in education is becoming increasingly essential for a nations development. Developing south Asian countries like India, Pakistan, Sri Lanka as well as African countries like Ghana, Sudan have been struggling to introduce ICT in schools for quite some time (Afele, 2003; PNLA Quarterly. (2011). With the growing need for achieving computer literacy or skills for citizens, the demand for digital content development is also rising (Aedo & Landoni, 2003). Localised digital content applies to a specified form of digital content which may be related to language, geographical context, national curriculum and encompasses the use of a wide variety of aspects of technology such as animations, audio, graphics, images, videos and so on (knolBETA, 2009). Moreover, it is recognised that localised contents with the inclusion of local examples as teaching and learning resource facilitate learning. Research on digital contents for education includes various issues like bridging digital divide, use of web based materials for teaching, conservative and participatory teaching styles, conflict of localised content with curriculum, change in classroom practices and teachers belief in education and so on (Koper, 2006; Afele, 2003; Papanastasiou, Ferdiq, 2006; Selwyn, 2002). This paper describes development of computer based teaching and learning materials by Bangladesh Rural Advancement Committee (BRAC), a non government organization (NGO) in collaboration with rural secondary school teachers and its implementation. The localised contents are based on National Curriculum and Textbook Board (NCTB) specifications, a government owned organization responsible for publication of national curriculum in Bangladesh. The aim of this initiative is to ensure an interactive and engaging teaching and learning environment by using examples in digital contents that are familiar in their surroundings. Also as the title indicates rural context is given utmost preference when examples are applied in concept building, explanation or activities. Background Drawing upon the working experience in the area of in-service rural secondary teachers professional development in core subjects, BRAC identified some deep-rooted crises related to

teaching and learning as well as curriculum. Needs assessment indicated certain gaps in teaching approaches and textbooks. The main problematic areas for teachers and students appeared to be communicative English, mathematical concepts and problem solving as well as science concepts and practical aspects. In particular, teachers face difficulty in teaching English language skills to students. Teaching in rural schools is traditional which is teacher led where students are passive. Teaching science is solely text based lacking practical aspects. Moreover, certain units in the English textbook deal with ideas and objects which are unfamiliar to rural students. In addition to this, textbooks of mathematics and general science appear to have inadequate illustrations and practical examples which make these textbooks not so friendly to students. These findings and observations made BRAC realise that teaching and learning could be more effective with the augmentation of technology in the classroom. The idea of taking advantage of various aspects of technology in creating curriculum specific localised contents with more familiar and local examples struck BRAC educators as a means to address the issue. As local examples are easily available, it was realised that to make the best use of these, appropriate examples from rural context may be applied in the contents. Consequently, identified difficult curricular contents where both teachers and students struggled were selected as contents to be converted into localised a digital content which is being termed as Computer Aided Learning (CAL) materials by BRAC. The objectives of developing CAL materials While developing CAL materials BRAC adopted twofold target that covers developing localised content and adopting new teaching approach. Specifically, the objectives include ensuring teachers conceptual clarity and better application, making a shift from teacher centered to a more interactive and engaging classroom and creating self learning provision for both teachers and students. More broadly, enabling teachers to use technology as an effective tool for teaching students and preparing students to enter and successfully cope with the ever-expanding hi-tech global environment are the other concerns. CAL materials developed by BRAC BRAC has so far developed animated contents on mathematics, English and general science. For developing localised animated contents, difficult contents for mathematics of classes 6 to 10, English for Today (paper I) of classes 9 to10 and for general science all contents of class 6 had been selected. All of these contents have been published in the form of CDs.

Features of CAL materials BRACs localised contents give the impression of novelty blended with liveliness and present ideas in complete form that help learners to comprehend with ease. The localised contents with lively and attractive animations are applied to make concepts and ideas visible and perceptible which otherwise would have been difficult to comprehend. Visuals are favourable in terms of retention of learning. Visualisations made in the digital contents appear to be motivational for students learning. Animated characters and events prove to be memorable for young learners (Sempere, 2005). Moreover in English textbooks places, characters and events like space technology, dinosaurs, airport, road signs and so on which are unfamiliar or more urban are animated so that learners may benefit from visualisation. Attempts have been made to simplify complicated mathematical and science concepts with animations and games. Also visualisation of problems in the end of chapter exercises in mathematics, experiments in science, grammar exercise, vocabulary in English have contributed to facilitate learning. In this case interactive activities and games have also been included. Pronunciation in English has been addressed with providing audio support. Various familiar local examples have been animated to include in the contents to explain difficult ideas and situations. For example paddy fields, a tool for grinding seeds called a ghani, fruits available in rural areas, pulling water from well, blacksmith at work, balance used in rural market places, chilli plant, prawn, flood, Bangla new year and so on have been animated so that learners may benefit from these applications. Mathematical problems which come with textual statements are animated to visualise the situation. Specifically problem solving in mathematics is presented through various activities like games, cartoons and animations to make learning joyful and participatory. Application of local examples has enriched the contents and made those unique in nature in order to facilitate students learning. For example, in unitary method, an example of farmers working in paddy fields has been applied to find out labour and days needed for plantation, measuring mango with a balance in a rural market has been used to explain simple equation, water melon is used for explaining fraction, children distributing marbles for average problems. As geometry is one of the difficult areas, attempt has been made to simplify fundamental geometry related to point and line with beads whereas basic idea related to locus with the help of a ghani. A trigonometry

problem where a tree breaks in a storm and forms an angle is presented and solved with animation to bring a real effect. In general science, measuring sugar and puffed rice or muri using a balance in a rural market place has been used to show the importance of measurement, a blacksmith heating iron to bend iron and make utensils is used visualise properties of metals, the ability to work, termed as power, is shown when a rural female pulls water out of a well, chilli plant mostly abundantly available in rural areas, is used to show the parts and functions of flowering plants; while two main types of prawn like galda and bagda, which are important for our country from economic point of view, have been used for their description and use. In the textbook English for Today a unit on Bangla new year called Pahela Baishakh shows a variety of items like earthen pitcher, hand fan, drum or dhol, rice husking tray more commonly known as kula which are used in rural places, in an attempt to bring out the spirit of festivities of new year. The CAL materials have scope for practicing the language skills - listening, speaking, reading and writing. Vocabulary in English has been set separately with relevant images and audio for providing clear meaning and proper pronunciation (Wible, Kuo, Tsao, Liu, & Lin., 2003). Experiments in science are shown in step by step progression. Experiments in the textbooks like filtration, electrolysis of water, plant and animal cells using microscope, spring balance, properties of magnets, static electricity, etc. have also been painstakingly animated. Process of CAL materials development BRAC CAL contents are intended to make concepts easier to understand, interactive and stimulating through the addition of audio-visual elements. The contents developed by BRAC are not a mere transition from print to digital medium. These are thoughtfully designed to accommodate animations, charts, diagrams, images and audio-video in local settings of Bangladesh. Following identification of contents for transformation into localised contents, scripts are developed as screens or slides. These slides describe the progression of materials as introduction, concept development, explanation with examples, vocabulary, grammar, exercises, activities, games and assessment. BRAC educators have involved secondary school teachers, both rural and urban, resource persons from other organisations, teacher trainers and script writers who are experienced in

training rural secondary teachers in the process of script writing. Selected rural school teachers, developed as Master Trainers to train other rural teachers and CAL pilot school teachers have also contributed in the process. They have shared their experiences and have made valuable suggestions for future CAL materials. Graphics designers have been involved with the task of transforming of these scripts into animations which are field tested before the materials are put forward for final review. Afterwards CAL materials are finalised after a series of review and feedback sessions involving stakeholders. Experts from all types of educational institutions from all over Bangladesh who are involved with secondary education have contributed in reviewing the CAL contents. More importantly Directorate of Secondary and Higher Education (DSHE), National Curriculum and Textbook Board (NCTB), Teachers Training College (TTC), National Academy for Educational Management (NAEM), etc have been generously making contributions to the process. The final copyright materials are produced in CD forms. Capacity building of teachers Teachers at all educational levels are shouldering the responsibility to build up the nation by bringing up the future leaders of the country. BRAC believes that with the teachers development by equipping them with knowledge and skills of ICT a revolutionary change in the whole country may be brought about. So BRAC places significant importance to teacher development. CAL programme is providing teachers with necessary technology related professional development training that help them change teaching approaches, which would have a significant impact on teaching and learning. The teachers of CAL supported schools are provided with 9 days residential training on computer operation and subject based CAL materials at different learning centres of BRAC. Basic knowledge of computer, MS Word, and most importantly computer operation as well as familiarisation and use of CAL CD was included in the training. In addition to core training teachers attend 3 days refresher training. A day long school based workshop is also organized to share teachers experiences. As most of the teachers are new learners and first time users of ICT tools, most of the time they found it very difficult to identify and solve hardware and software related problems. BRAC has also introduced 4 days trouble shooting course at different learning centres of BRAC where one teacher from each school will

be trained to identify and solve hardware, software and connectivity related problems that the teachers faced or may face in schools while implementing CAL programme successfully. Implementation CAL materials have been piloted in 7 schools in Mirzapore, Tangail. Developed contents are being used as teaching and learning resources in English, mathematics and general science classrooms. The classroom set up had to be altered in order to accommodate the new teaching approach. Two types of arrangements have been made for classrooms. In one type, monitors have been set around which students are seated in groups while in the other, teacher uses a multimedia and screen instead of blackboard. So far 22 classrooms have been equipped with one classroom CAL laboratory containing computer with monitors or multimedia. Respective teachers have been oriented on how to use CAL materials in classrooms. This orientation includes a basic introduction to computers and specific application of CAL materials in classrooms. Benefits CAL teaching content compensate for the shortage of expert teachers. Teachers time and energy are saved and stimulate teachers creativity to give examples from real life situations. This is evident from the response and appreciation by the CAL pilot school head teachers, school management committee members and teachers. As internet availability and connection are scarce in the rural part of our country, it is difficult and time consuming for rural teachers to avail specific content related ideas and information from vast volume of the web. As BRAC CAL contents are curriculum specific these are convenient for teachers use in the classrooms. Most teachers have commented that both visuals and audio have contributed positively to learning. Both teachers and students have remarked that students enjoy the CAL classes and find the animations and activities attractive and have become more attentive and interactive in class. Teachers have remarked that students attendance has increased. Internal monitoring shows that the Secondary School Certificate (SSC) examination results of the pilot schools have improved since the CAL programme has begun. While teaching English, word meanings have been useful for teachers and students. In mathematics teachers and students learn how to use resources related to geometry by watching
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the way these are represented in CAL materials. From science contents teachers and students learn the process of experiments from the CAL lessons. Moreover, since teachers have been applying CAL materials in their classrooms for some time they have become technologically sound. This exposure to the world of technology has made the teachers confidence not only in subject areas but also in using technology. Following are some comments made by students, teachers and head teachers of CAL pilot schools: I am interested to work in group. a student of class 9 I like CAL class more than regular class because I can participate there. a student of class 8 Geometry is easy to understand when the teacher explains with computer. a student of class 9 Simple solution to algebraic formulae attracts students a mathematics teacher It is easy for the students to learn construction in geometry from the screen a mathematics teacher Students are interested to learn in front of monitors and so the students attendance has increased and their dropout has also decreased a head teacher From these responses it is quite evident that the students, teachers and head teachers has welcomed CAL programme and expressed that this programme should continue in future for the benefit of all concerned. Challenges Although CAL programme has been welcome by all concerned, yet while implementing at the preliminary stage BRAC has faced difficulties in certain areas. Most commonly it is the teachers capacity issue for using technology. Also in spite of the support provided to teachers it was observed that teachers had problems while navigating through the screens. Senior teachers faced this type of problem in particular. Special care and attention were given to these teachers. Promisingly these difficulties have been diminishing with more frequent use of CAL materials. Implications for contents development and teaching for future Response from the concerned shows that there is a tremendous opportunity to provide lively and instructionally relevant localised contents at secondary level. For a comprehensive approach

localised contents may be developed for other curricular subjects. In addition range of support in terms of the localised contents may be expanded as resource for teachers for their professional development. As BRAC has broadened its horizon internationally, CAL programme may be initiated in other developing countries as well. Conclusion The goal of developing localised contents with emphasis on rural examples in order to facilitate learning complements and supports our nations slogan to build digital Bangladesh. Although the entire set up in the school environment may become burdensome in rural context, governments support would be enormously helpful in materialsing countrys future aspirations of becoming digital. More and more educational endeavour should be undertaken by the government, non government organisations and private enterprises to make an all out effort so that the future generations may be able to achieve computer literacy which is the twenty first centurys most outstanding demand.

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