Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case

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Resumé

This chapter examines barriers and methods to identify barriers to educational technology in a rural technical vocational education and training institute in Bangladesh. It also examines how the application of participatory learning and action methods can provide information for barrier research and stakeholders in and around the school to pave the way for change by building awareness of both educational technology and the complexity of barriers. In this case study, school stakeholders are involved in the research and awareness-building process through three different data-production methods: cultural transect, problem-tree analysis and focus-group discussion. The paper concludes by categorizing the barriers identified at different levels: micro (roughly the individual level at which the lack of knowledge and motivation are significant barriers), meso (roughly the school level at which the lack of teachers and computers are significant barriers) and macro (roughly the national level at which the lack of government planning and the lack of training of teachers are significant barriers). Finally, the paper also concludes that applied participatory learning and action-oriented techniques showed potential to provide researchers and local practitioners with situated insights that could not just have been lifted out of existing research literature.
OriginalsprogEngelsk
TitelChanging education through ICT in Developing Countries
RedaktørerMarriane Georgsen, Pär-Ola Mikael Zander
Antal sider24
Udgivelses stedAalborg
ForlagAalborg Universitetsforlag
Publikationsdato2013
Sider105-128
ISBN (Trykt)978-87-7112-079-0
StatusUdgivet - 2013

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educational technology
lack
learning
stakeholder
school
government planning
production method
vocational education
Vocational Education
teacher
micro level
Bangladesh
group discussion

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    Khalid, M. S., & Nyvang, T. (2013). Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. I M. Georgsen, & P-O. M. Zander (red.), Changing education through ICT in Developing Countries (s. 105-128). Aalborg: Aalborg Universitetsforlag.
    Khalid, Md. Saifuddin ; Nyvang, Tom. / Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. Changing education through ICT in Developing Countries. red. / Marriane Georgsen ; Pär-Ola Mikael Zander. Aalborg : Aalborg Universitetsforlag, 2013. s. 105-128
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    abstract = "This chapter examines barriers and methods to identify barriers to educational technology in a rural technical vocational education and training institute in Bangladesh. It also examines how the application of participatory learning and action methods can provide information for barrier research and stakeholders in and around the school to pave the way for change by building awareness of both educational technology and the complexity of barriers. In this case study, school stakeholders are involved in the research and awareness-building process through three different data-production methods: cultural transect, problem-tree analysis and focus-group discussion. The paper concludes by categorizing the barriers identified at different levels: micro (roughly the individual level at which the lack of knowledge and motivation are significant barriers), meso (roughly the school level at which the lack of teachers and computers are significant barriers) and macro (roughly the national level at which the lack of government planning and the lack of training of teachers are significant barriers). Finally, the paper also concludes that applied participatory learning and action-oriented techniques showed potential to provide researchers and local practitioners with situated insights that could not just have been lifted out of existing research literature.",
    keywords = "ICT4D, Bangladesh, Participatory Learning and Action (PLA), Participatory Rural Appraisal (PRA), Educational Technology, Secondary education",
    author = "Khalid, {Md. Saifuddin} and Tom Nyvang",
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    Khalid, MS & Nyvang, T 2013, Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. i M Georgsen & P-OM Zander (red), Changing education through ICT in Developing Countries. Aalborg Universitetsforlag, Aalborg, s. 105-128.

    Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. / Khalid, Md. Saifuddin; Nyvang, Tom.

    Changing education through ICT in Developing Countries. red. / Marriane Georgsen; Pär-Ola Mikael Zander. Aalborg : Aalborg Universitetsforlag, 2013. s. 105-128.

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

    TY - CHAP

    T1 - Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case

    AU - Khalid, Md. Saifuddin

    AU - Nyvang, Tom

    PY - 2013

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    N2 - This chapter examines barriers and methods to identify barriers to educational technology in a rural technical vocational education and training institute in Bangladesh. It also examines how the application of participatory learning and action methods can provide information for barrier research and stakeholders in and around the school to pave the way for change by building awareness of both educational technology and the complexity of barriers. In this case study, school stakeholders are involved in the research and awareness-building process through three different data-production methods: cultural transect, problem-tree analysis and focus-group discussion. The paper concludes by categorizing the barriers identified at different levels: micro (roughly the individual level at which the lack of knowledge and motivation are significant barriers), meso (roughly the school level at which the lack of teachers and computers are significant barriers) and macro (roughly the national level at which the lack of government planning and the lack of training of teachers are significant barriers). Finally, the paper also concludes that applied participatory learning and action-oriented techniques showed potential to provide researchers and local practitioners with situated insights that could not just have been lifted out of existing research literature.

    AB - This chapter examines barriers and methods to identify barriers to educational technology in a rural technical vocational education and training institute in Bangladesh. It also examines how the application of participatory learning and action methods can provide information for barrier research and stakeholders in and around the school to pave the way for change by building awareness of both educational technology and the complexity of barriers. In this case study, school stakeholders are involved in the research and awareness-building process through three different data-production methods: cultural transect, problem-tree analysis and focus-group discussion. The paper concludes by categorizing the barriers identified at different levels: micro (roughly the individual level at which the lack of knowledge and motivation are significant barriers), meso (roughly the school level at which the lack of teachers and computers are significant barriers) and macro (roughly the national level at which the lack of government planning and the lack of training of teachers are significant barriers). Finally, the paper also concludes that applied participatory learning and action-oriented techniques showed potential to provide researchers and local practitioners with situated insights that could not just have been lifted out of existing research literature.

    KW - ICT4D

    KW - Bangladesh

    KW - Participatory Learning and Action (PLA)

    KW - Participatory Rural Appraisal (PRA)

    KW - Educational Technology

    KW - Secondary education

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    BT - Changing education through ICT in Developing Countries

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    Khalid MS, Nyvang T. Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. I Georgsen M, Zander P-OM, red., Changing education through ICT in Developing Countries. Aalborg: Aalborg Universitetsforlag. 2013. s. 105-128