Computer Literacy Program Volunteers for Underprivileged (CLP)

NJ, USA

Smart Class Room (SCR) Teaching

Smart Class Room (SCR) Teaching

In 2009, CLP introduced Smart Class Room (SCR) concept to bring the educational opportunities provided by advances in personal computers, Internet, educational CDs, and ICT-based interactive learning materials to secondary school students in rural Bangladesh.  In a SCR, students learn through the use of interactive educational CDs and the Internet. Every SCR is equipped with a laptop (with solar power operation option), a large screen monitor and interactive CDs. The students learn using these educational CDs and the Internet. These audio-visual and interactive learning materials enhance students’ learning experience, and serve as useful tools for teachers..

 SCR Content Disk

Contents: While it is desirable to teach every subject in a SCR, the initial focus was on four subjects: Everyday English, Geography, Mathematics and Science. This is because student-experience-sensitive educational CDs were available on those subjects. However, the need and demand for contents and lesson plans that can accompany the NCTB (National Curriculum and Textbook Board) curricula for different grade levels was always high. In 2011 the CLP-Dnet team arranged a workshop for selected high school teachers to seek their input on the topical areas that they would prefer to teach using multi-media contents. With feedback from participants in the workshop, multimedia contents consisting of an assortment of videos, animated games, flash animations and power-point slides were developed with the help of experts for nine NCTB books covering four subjects and English Grammar for different grade levels (detailed in the table below).

Subject Grades
English VI VII VIII
English Grammar VI-VIII
Science VI VII VIII
Geography IX-X
Mathematics IX-X

later, the National Curricula and the text books were revised and a good portion of the originally developed contents did not correlate with the new text books. The need for new contents became apparent. Consequently, a research team from the Institute of Education and Research (IER) of the University of Dhaka was consulted in 2015 to map out the existing NCTB books and determine how many modules originally developed in 2011 were still useable and delineate the need for new modules. The findings of this research are summarized in the Table below. Guided by this need analysis the team produced the required new multimedia teaching modules (some developed in-house and most others adapted from open source), as listed in the table below.

Subject Class Number of old modules Usable old modules Modules developed in

2015-16

Total modules per subject
English VI 68 35 33 68
VII 68 37 53 90
VIII 59 33 22 55
Grammar (Generic) VI-VIII 33 33 0 33
Science VI 113 41 77 118
VII 152 63 107 170
VIII 96 47 106 153
Geography IX-X 273 133 96 229
Mathematics IX-X 200 101 89 190
Total 1052 523 583 1106

The team also developed detailed step-by-step lesson plans for each period for each of the nine subjects to guide the teachers on how to conduct the class and to communicate with the students. Some lesson plans contain more-than-one multimedia content and some do not contain any. A computer CD containing teaching contents encompassing four regular subjects covering multiple classes as well as lesson plans for each textbook as described in the table has been produced for use by the teachers. This CD (as shown in the picture at the beginning of this section) was mailed in 2016 to all schools with SCRs.

 

 

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CLP, USA

Empowering underprivileged youths through computer literacy training and technology-aided education