CORONA virus is an epidemic and lockdown
is going on to prevent this disease. In general, educational institutions all
over the world and especially in Pakistan have been closed for the last two
and a half months, and there is no sign of reopening yet. That's why schools,
colleges and universities are trying to get their courses online. As high
school, college or university students somehow manage to create some activity
for themselves at home and also succeed in following the guidelines given by
the institutions. However, primary level children face many difficulties in
terms of their engagement and activities at home and parents are also much
worried about this situation. Most of the schools have started providing educational
materials to the children for learning at home so that the children can
continue their education in their own homes along with the necessary steps
taken to avoid this disease. |
|
As parents,
if we try to focus on the positive aspects of this difficult and disturbing
situation instead of taking it in a negative way, we can make this situation
pleasant for ourselves and for our children at home. We are all well aware
that we and our children have to be confined indoors to protect ourselves
from this epidemic, but this closure should not be painful or detrimental to
everyone in the home. Under normal circumstances, spending time at home or
having some quality time with your children, even if you want to, is rarely
available. Therefore, taking advantage of this opportunity, this rare
opportunity can be used positively. It is not absolutely necessary for all
parents to be able to help their children in their educational activities,
you cannot become a teacher and complete your children's curriculum at all.
School teachers are working hard for educational activities and to help
complete the curriculum; the government is broadcasting on tele-school
channel and cable networks are also continuing educational activities
locally. So there are a number of activities out there that allow you to
spend quality time with your children and keep them engaged in a constructive
manner. Activities that you can easily perform with your children all
together and you can make this closure, fun for yourself and for your
children. Remember, when things will get better, Inshallah, and we
will all return to our normal lives, then you will remember these days and
these engagements as precious moments of your life. You will often mention
them in future. The following are some of the activities you can easily do
with your children. |
|
1 |
Prayers
and Religious Sermons: In the
current context, we all cannot participate and perform religious duties as we
normally do As parents, we all have an important responsibility to provide a
conducive environment and opportunity for ourselves, our families and
especially our children to perform religious duties at home. The role of
parents is most important in performing prayers on time, discussing religious
matters, teaching ethics and performing other religious rites. |
2 |
Housework: Teach them to do laundry, ironing, and so on. Involve
children (boys and girls) equally in such activities and appreciate their
work, then they will participate in these activities with more enthusiasm.
Children can be involved in all household chores, including washing clothes,
ironing, polishing shoes, cleaning the floor, sweeping, washing dishes,
cleaning glasses, and many more. |
3 |
Story Time: In the olden
days, the elders of the house always use to tell stories which has been now
abandoned. At home, parents need to be
aware and let the children know the stories of the past, the difficulties and
conveniences of the past and the difficulties and conveniences of the present
time, the games of the past, the equipment, their names and uses, etc. |
4 |
Talk about Corona: Children
are often frightened by Corona epidemic. So parents should talk about corona
at home, children should not be intimidated at all, but should be encouraged
to avoid it. Don't pay too much attention to the news and propaganda on
television or social media. |
5 |
Indoor games: The games
you know, and the games you've been playing at home, the same games you should
play with the kids again, tell them the rules of the game. Teach them the
skills to win. The games includes Carom board, Ludo and card games etc. |
6 |
Watch movies
together: Watching family favorite movies together is
a great way to spend time. After watching the movie, ask the children to
write a review of the movie or make a movie poster. Discuss the characters in
the film. Talk about your favorite characters and which part you like the
most and why. |
7 |
Theater: If your
children like to perform, help them present a show in front of other family
members. Help children create story and dialogues about the show. Encourage
children to take part in a play or magic shows. They can even use other
people's clothes for costumes in the house. If you have a camera, you can
film it. Which can be seen later |
8 |
Horticulture
and farming: Show your child how to take care of plants,
teach them to sow seeds in the yards, level the ground, water, etc. Believe
that children will become your admirers. |
9 |
Treasure
Hunt:
If you have a yard next to your home, engage your children in a treasure
hunt. You can hide some things in different places and get the children to
search for this interesting treasure. |
10 |
Establish
your family tree: You can create an art gallery in your home
and display your child's artwork. Can draw on different topics. You can
present your genealogy in a beautiful way. |
11 |
Take over the
kitchen:
The way “One Day Kingdom” is celebrated in schools, in the same way,
activities can be done at home under the name of Kitchen Day. All the kitchen
chores can be handed over to the children. However, it is important to guide
and monitor them. Ask children to work in the kitchen often, help them with
cooking, ask them to make a cake or biscuit or any dessert. They will do this
job with great enthusiasm. Arrange to make a dish of children's choice and
involve them in the work, so that children will start helping parents in the
kitchen. |
12 |
Make homemade
gifts or cards: During this lockdown, most of us may have a
special day, such as a birthday, wedding anniversary, or any other important
day. So on the occasion of the days, encourage your children to make homemade
gifts or greeting cards. Children take part in such activities with great
enthusiasm. |
13 |
Memoirs: Ask the
children to sort out the old pictures in the house and make a script book of
memories associated with these pictures. You will spend a lot of quality time
with your children in this work. The children will ask you about the occasion
in each picture and you have to make the children note all those memories.
This will become a beautiful book of family memories. |
14 |
Room
rearrangement: Ask children to rearrange their rooms.
Change the old settings. Rearrange the furniture in the room and take out the
things in the room they don't need or use. |
15 |
Read: Most schools
have an activity called “Dear Time”. That is DEAR - Drop Everything
And Read. Parents can start this activity in their homes. Remember
that it requires the participation of all the members of the household. Ring
a bell at a certain time, and by the time the next bell rings, where ever one
is, or doing whatever, everyone will has to read something. In the beginning
this activity can be of 5 minutes only and over the time, that is likely to
increase. This will not only develop the habit of reading in children but
will also increase the tendency of reading in parents too. Likewise, start a
family book club at home. Talk about your favorite characters and which part
you like the most and why. |
THE END |
I am a teacher-educator and I use to write on different topics of interest. The topics can be on education, culture, youth development, ICT in Education and so on. You may visit frequently and give your feedback on my write-ups. As a teacher-educator, I have a passion for empowering teachers to make a positive impact on their students. I have extensive experience in designing and delivering professional development workshops for educators, aimed at improving their teaching practices. Thanks
Showing posts with label AKU-IED. Show all posts
Showing posts with label AKU-IED. Show all posts
Friday, July 3, 2020
The Positive Aspects of Covid-19 for Parents
Tuesday, November 24, 2015
A FIRST STEP TOWARDS AN EFFECTIVE ICT INTEGRATION AT SCHOOL LEVEL IN GILGIT-BALTISTAN
A FIRST STEP TOWARDS AN
EFFECTIVE ICT INTEGRATION AT SCHOOL LEVEL IN GILGIT-BALTISTAN
Darvesh Karim
Senior Instructor,
Aga Khan University, Professional Development Centre North
Gilgit
ABSTRACT
The
Professional Development Centre North (PDCN) is an educational campus of AKU-IED, strategically planted in the heart
of Gilgit-Baltistan with a strong team of professional development teachers,
fully equipped and furnished infrastructure, dealing with research and providing
trainings and support to in-service teachers and headteachers of Gilgit-Baltistan
for their professional development and to achieve the ultimate goal of students
learning outcomes and the capacity building of organizations for more than 10
years.
Along
with its major focus on integrity, quality, relevance and access in all the
programmes offered by PDCN, also emphases and keep a very professional and
sharp eye on the newly emerging trends of information and communication
technology (ICT), which is rapidly influencing all the sectors of life generally
and education particularly. It has been proved through researches that headteachers have a critical role in
educational innovations. In order to encourage the use of computers or ICT
integration in schools among the staff and students, headteachers’ own attitude
towards using the technology matters a lot. In Pakistan, government sector is the largest
provider of education while computer’s integration in education is on its
initial phase and there have been identified two major findings of a research,
which need an urgent attention for future expected implementation and effective
integration of ICT in schools; i.e. computer trainings for headteachers are essential
to enhance positive attitude towards computers, and availability of computer in
headteachers’ office enhances self confidence and attitude.
Keywords: ICT Integration, Headteacher’s role,
Computer Trainings, Computer Facilitation
Introduction and Background
The
Professional Development Centre North (PDCN) is an educational campus of AKU-IED[1],
strategically planted in the heart of Gilgit-Baltistan with a strong team of
professional development teachers, fully equipped and furnished infrastructure,
dealing with research and providing trainings and support to in-service
teachers and headteachers of Gilgit-Baltistan for their professional
development and to achieve the ultimate goal of students learning outcomes and
the capacity building of organizations (Fullan, 2001) for more than 10 years.
PDCN is committed to support and improve the quality of teaching and learning
through professional development and associated research and evaluation
activities by reflecting and keeping the local and contextual needs and
priorities of the area in mind. PDCN’s focus is on the professional growth of the
teachers and headteachers through integrated practices of theory and research
with active links to the networks of teachers, headteachers and schools of two
major educational systems working in the area, i.e. government and private
schools. Field-based professional development is aimed at improving the quality
of teaching and learning at classroom and school management levels to address
educational needs.
PDCN
also focuses on research to explore and identify the educational problems and
their expected solutions. It’s every decision use to be data driven and bases on
the research findings. To provide the appropriate and updated services to the
larger communities and networks and to create even stronger relations with
these communities and networks, PDCN has been initiating new projects through
the world renowned philanthropists and funding agencies like European
Commission and AusAid (the funding agency of Government of Australia).
PDCN’s past successful fifteen years’
experience and trust among the communities is most valuable asset, which is
continue without any breach of confidence and trust, as we have been
successfully completing the projects and their outcomes and impacts are very
much visible and self explanatory in the area. PDCN can now proudly say that
its presence has been felt respectfully and as a trust worthy institution in
every corner and remotest valleys of Gilgit-Baltistan and of-course this is not
simply a claim, but many researches have already proved the success stories of
PDCN while some other researches are still underway.
Recently
PDCN has completed successfully five-year EDIP (Education Development and
Improvement Programme) project in 59 government schools with the financial
support from AusAid through Aga Khan Foundation Pakistan. The major goal of the
EDIP was to contribute to the overall socio-economic development of
Gilgit-Baltistan through enhancing access and equity; improving the quality and
relevance of education; and strengthening the governance and management of the
Government Education Department of Gilgit-Baltistan. To achieve the overall
goals of the project PDCN, along with other educational strategies and
intervention also takes the full advantage of the latest Information and
Communication Technologies available in GB to accelerate the achievement of
EDIP goals. Schools have been facilitated with computers and internet. Computer
trainings have been conducted for head teachers and teachers.
The Problem
Along
with its major focus on integrity, quality, relevance and access (IQRA) in all
the programmes offered by PDCN, also emphases and keeps a very professional and
sharp eye on the newly emerging trends of information and communication
technology (ICT), which is rapidly influencing all the sectors of life
generally and education particularly.
Pakistan is of course not the exception as ICT is also strongly taking roots
in the country, which is a developing nation with a population of approximately
more than 160 million and it, ranked 134th out of 177 countries on
the 2006 Human Development Index (UNDP, 2006). The ICT sector in Pakistan is
growing, particularly from the educational perspective. Over the last many years,
however, provision of computers has been one of the major focus areas for the
government. There is a growing realization among policy-makers that computers hold
great potential to the extent that the government is encouraging the use of computers
in education.
Technology
is becoming the medium for teaching and learning and ICT has distinct advantages
that surpass the classroom environment. The vision laid down by Pakistan’s
education policy is to have education for all its citizens and many programmes
have been launched by the provincial as well as Federal Government to achieve
these goals (National Education Policy, 2009). Yet, our country is behind
others that have successfully developed ‘Knowledge Societies’.
It
has been proved through researches that headteachers have a critical role in educational innovations (Chin, 2000; Karim,
2009). In order to encourage the use of computers or ICT integration in schools
among the staff and students, headteachers’ own attitude towards using the
technology matters a lot. In Pakistan, government
sector is the largest provider of education while computer’s integration in
education is on its initial phase and there have been identified two major
findings of a research (Karim, 2009) which need an urgent attention for future
expected implementation and effective integration of ICT in schools; i.e.
computer trainings for headteachers are essential to enhance positive attitude
towards computers, and availability of computer in headteachers’ office
enhances self confidence and attitude.
It
has been identified that teachers
or student-initiated computer projects or ICT integration endeavours have been undermined due to lack of
support from the headteachers as they use to have a
critical role in educational innovations (Chin, 2000). Today’s headteachers are
expected not only to manage the day to day activities and capacity building of the
school but also focus on students’ learning standards, data driven decision
making and restructuring efforts. School leadership is in fact the key
component in guiding the teaching-learning process necessary for preparing students
with the relevant knowledge and skills in today’s society to become a
productive citizen of the 21st century. In order to encourage the
use of computers or ICT integration in schools among the staff and students,
headteachers’ own positive attitude towards using the technology matters a lot
as attitudes influence not only headteachers’ initial acceptance of computers,
but their future behaviour regarding computers (Karim, 2009). Researchers are
of the opinion that awareness and attitudes toward computers, constitutes a
crucial criterion in the evaluation of computer application and usage including
the development of computer-based curricula (Woodrow, 1991; Kay, 1993;
Robertson et al, 1995).
The Solution
In Pakistan, government sector is
the largest provider of education. Computer’s integration in education is quite
on its initial phase in Pakistan in general and in Gilgit-Baltistan in
particular, and for it to become a reality, headteachers need to be trained and
they also use computers as part of their regular practice. Hence, to explore
government school headteachers’ attitude toward computer usage in education, a possibly
generalise-able survey conducted by Karim, (2009) with a sample of 185
headteachers from Sindh and Baluchistan had found various results. The survey
explored two major findings:
Trainings are Essential to Enhance
Positive Attitude Towards Computers
The
survey result showed that the use of computer and prior
computer training contribute to the overall attitude of the respondents towards
use of computer in education. It was evidently shown that prior computer
training contributed to the outcome variable significantly which suggests that if
the headteachers have attended training programmes, they are more likely to
have a positive attitude towards using computers in education. Need of computer
trainings to increase the positive attitude has also been identified by Davis (1989).While
the majority of the respondents were not exposed to computers and proper
trainings in the survey.
Keeping these findings in mind, the
ICT training for headteachers comprises several modules aimed at instruction in
basic ICT skills and the requirements in a teaching environment. It also
contains a module dealing with ICT integration in curriculum and instruction.
This approach is in line with international opinion that headteachers need to
feel comfortable and competent in basic computer skills, so that he/she could
be able to handle computer for the basic official purpose without being
dependent on subordinates, which will also lead to enhancement of positive
attitude toward computers in education.
EDIP’s intervention in this regard
in the six districts of Gilgit-Baltistan is remarkable and the expected
outcomes are encouragingly increased day by day, while only a couple of months
of intervention have been passed.
Availability of Computer in Office
enhances self confidence
Secondly,
it was found in the said survey that majority of the participants did not have
a computer in their offices. While it was evident that the use of computer in
offices, contributed more than prior computer training in the overall attitude
of headteachers (Karim, 2009). The findings in this study showed that the level
of self-confidence in computer use is correlated with positive computer
attitudes, supporting previous research (Shashaani, 1997). Using computers in
office more frequently and developing a variety of computer related skills and
techniques increases one’s knowledge of the computer as a whole. This broadens
one’s learning perspective and potential that in turn promotes a positive
feeling towards the computer use (Houtz & Gupta, 2001). Self-confidence was
found significantly high among the respondents who have computers available in
their offices, which predicts that respondents having computers in their
offices have access to use computer and ultimately their confidence level was found
significantly higher than the respondents, who do not have computers available
(Karim, 2009).
Therefore,
by providing computers in their offices and developing access to computers, we
can meet the needs of school authorities like headteachers and can motivate to
the agenda of Lifelong learning and can develop a positive attitude towards
computers which will lead to the effective integration of computers in
education.
Overall,
these two solutions are at significant level to tackle with according to the
research findings. Through EDIP project provision of basic computer trainings
and facilitation of a computer set and a printer to the headteachers of the
project school is in process which is proving to smoothen the school
environment to initiate effective and long-lasting computer integration in
education on next phases.
Purpose
The
major and long ranged purpose of this project is smoothening the atmosphere of
schools for the effective and long-lasting ICT integration in education and to
achieve this major goal, as a first step at school level, headteachers are being
exposed to the information and communication technology through provision of
the basic computing skills training and facilitating computers to their offices.
Headteachers are being provided opportunity to use the technology and thus
overcome fears and reservations. Special attention is being paid to
gender-related imbalances. This strategy will lead to achieve the ultimate goal
of making headteachers positively adaptive and ready for the effective and long
lasting integration of computers as headteachers are the key players in school
context, and without their active involvement, effective ICT integration seems
impossible.
REFERENCES
Chin, C.
(2000). A case study of a mathematics teacher’s pedagogical values: Use of a
methodological framework of interpretation and reflection. Proceedings of the
National Science Council Part D. Mathematics,
Science, and Technology Education, 10(2), 90-101.
Davis, F.
D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly,
13(3), 318-340.
Fullan,
M. (2001). The new meaning of educational
change (3rd Ed.). New York: Teachers College Press.
Houtz, L.
E. & Gupta, U. G. (2001). Nebraska high school students’ computer skills
and attitudes. Journal
of Research on Computing in Education, 33(3), 316-326.
Karim, D.
(2009). Exploring Head and Deputy Head
Teachers’ Attitude Towards Using Computers In Education. Unpublished
master’s thesis, Aga Khan University Institute for Educational Development,
Karachi, Pakistan.
Kay, A.
(1993). The Early History of Smalltalk. Proceedings of 2nd ACM SIGPLAN
History of Programming Languages Conference, 28, 69-82.
National
Education Policy. (2008). Ministry of Education, Government of Pakistan.
Robertson,
S., Calder, J., Fung, P., Jones, A. & O’Shea, (1995). Computer attitudes in
an English secondary school. Computers
& Education, 24, 73-81.
Shashaani, L. (1997). Gender
differences in computer attitudes and use among college students. Journal of
Educational Computing Research, 16, 37-51.
UNDP
(United Nations Development Programme) (2006). Human Development Report 2006. New York: UN. Retrieved on April 23,
2009 from www.hdr.undp.org/hdr2006/pdfs/report/HDR06-complete.pdf.
Woodrow,
J. (1991). A comparison of four computer attitude scales. Journal of Computer Assisted Learning, 7, 165-187.
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