Contribution statement
Prior research has shown that the teaching-learning through multi-media tools affects a lot in enhancing learning of English. Multi-media tools should be interwoven in teaching of English Language. This research supports the given idea and shows the effect of multi-media tools in teaching-learning of English Language at Government Primary Schools. Research paper focuses on Multi-media tools in EFL class-room, Gujarat Education Board’s collaboration with IL & FS to establish Digital Computer Laboratories at Government Primary Schools and effect of Digital Computer Laboratory which is equipped with multi-media tools in teaching English Language.
Abstract
In this global era, it is the necessity for every human being to have the bundle of skills in his pocket to survive and empower. A good command over English language has always been considered as an effective tool for empowerment. Contrary to the traditional mode of teaching and learning, the multi-media resources have been playing very crucial role in every sphere of Education including English Language Teaching and Learning. The present research paper draws on an in-depth study of the use of multi-media tools to teach English language at one of the Primary Schools of Gujarat, India. It aims at providing a better understanding of the possible impact of electronic resources on teaching and learning of English Language. In my research paper I will discuss about three aspects: (1) Multi-media Tools to enhance English Language (2) A survey on effect of Multi-media tools in government primary schools of Anand District, Gujarat, India (3) The impact of Multi-media tools in the class-room to empower English language. The aim is to analyze the improvement of the learners in terms of acquiring English language competency and thereby assessing the effectiveness of Multi-media Tools in English Empowerment.
Key Words: Empower, Multi-media Tools, English Language Teaching and Learning, survey.
Introduction
Many teachers in India are facing challenges of teaching English to students who have poor heritage of English language. To make them proficient in English has become the medium of all relevant social interactions and ability to use English effectively is considered an absolute essential for honorable existence.
Multi-media Tools appear in increasing numbers in classrooms of academic institutions, questions arise continuously to be asked about the effectiveness of these tools in supporting teaching and learning. Several questions arose in our mind like; what is the importance of multi-media tools? Why are they important for teachers as well as students? How teachers can use multi-media tools to improve knowledge of English language among the students of rural area? What is the difference between education that is given without technical resources and with the technical resources? The small investigation provided the answers of our questions. The research aims to investigate the role of multi-media tools in the class-rooms and their use as a weapon for English empowerment.
Multi-media Tools in class-room
Multi-media tools include digital language lab, computer lab, audio-visual aids, internet, projector, tape and video recorder, CDs, educational software etc. All these have the potential to transform education system and teaching-learning methods. These digital tools provide teachers with new ways to deliver teaching; to work in a new, interesting and exciting ways; to make classroom interactive and innovative; to open new window for the students to access knowledge of entire world. Such an innovative teaching has opened new horizons of teaching and learning for teachers and learners respectively.
Teacher can use multi-media resources to introduce new subjects and teaching materials in a new and effective manner, ultimately developing learners’ level of understanding and achieving desired outcome more easily and successfully in comparison to adopting traditional modes of delivering and offering teaching material. Rather than relying upon reading textbooks, teacher can find latest information and resources on a specific topic and introduce them in their classroom through a variety of mediums. Students access internet to understand the meanings of critical terms and concepts, examining new definitions and theories and discovering new knowledge and information.
The Internet and other digital resources provide students and teachers with the means to reach out to the world and extract the information that they find most interesting, whatever it may be. In the classroom there are many things that the students know more about their teachers, simply because the students can do research that was once tedious and required many trips to the library, yet now only needs a few clicks of the mouse. (A.Tripathi.2002)
Multi-media tools and English language teaching
Multi-media tools and language teaching have been walking hand in hand for a long time. Digital resources and English language are still a source of fear and insecurity for many teachers as well as students despite the latest advances applicable to language teaching such as specialized websites, weblogs, wikis, language teaching methodology, audio-video aids, e-library and so on. Although many countries including India have done institutional efforts to modernize their classroom by spending large amount in the technology to teach English language, a wide range of changes have been found in teaching English language using multi-media resources and without multi-media resources. However in majority of the cases the output is positive and inspirational.
Gujarat Education Board collaborates with IL& FS
IL&FS Education utilizes educational technology to enhance outreach and improve the quality of education. It leverages the Computer Aided Learning (CAL) scheme under Sarva Shiksha Abhiyan (SSA) and integrates the latest in technology with learning and training needs. IL & FS offers holistic and comprehensive solutions in the fields of pre-primary, elementary, secondary and higher education using Information Communication Technology (ICT) tools.
It recognizes and addresses the need for comprehensive IT solutions for schools and strongly believe in using ICT (Information Communication Technology) tools in education and thus, integrating technology in education. The use of ICT is playing a significant role in contributing quality teaching, learning and evaluation through improvements in cognition, pedagogies, convergence, culture, and data. We have been progressively imparting education through ICT across India
Implementation of CAL across 5920 Schools in Gujarat (IL&FS Education, 2013)
The Project involves Implementation of Computer Aided Learning in Primary Schools of state of Gujarat. The project involves Installation and Supply of Hardware including 10 Computers, 1 Server, 1 UPS for Power Backup, 1 Printer & 1 Scanner Site Preparation including Lab Furniture, Networking & Electrification and Earthling, Development of Educational Applications based on LINUX platform in Gujarati and tools for School Management Software, Library Management System, Learning Management System, Online Assessment Tool, Deployment of Manpower for each school under the Project, Capacity Building of Teachers 5 Teachers per School and Deployment of On Field Project Management Team for each school and Centralized Project Monitoring Team including Zonal and District Coordinators to ensure functioning of the project The Computer Aided Learning Program (CAL) creates an environment, where learning and assessment is fun and the opportunities to learn is equitable among the rural and urban children. The CAL is primarily introduced in rural government elementary schools covering the to attract and retain children and also in the process, enhance the quality of learning by making “Learning Play”, “Assessment Fun” and “Equal knowledge for all”.
The main objective of the CAL programme is to attract the children, retain them in the schools and to improve the quality of the education through introduction of IT and educational applications such as multimedia based educational content. This program will improve the IT literacy in the rural areas particularly and will go a long way in removing the digital divide in the state Improve the interest of students in school studies and thus increase school attendance and better performance in examinations It will improve the teaching process with the integration of the IT in the class Improve student and teacher learning and productivity Make the children better prepared for getting into secondary education and continue with Computer Education at a higher level.(WRC & ELETS,2013).
Use of Multi-media tools in teaching English by English teacher:
|
Sr. No. |
Multi-media Tools |
Uses |
| 1. | Computer Laboratory | Language Games, Grammar Practice, English Writing Practice and so on |
| 2. | Smart TV | Watching and listening English poems and rhymes, Documentary movies and videos of related lessons |
| 3. | Educational CDs | Lesson plans, Language Games, Vocabulary Development, Grammar teaching, Activities for language learning |
| 4. | Music System | Listening English poems, prayers, songs, rhymes and practicing |
| 5. | Tape Recorder | Recording students speeches and working on pronunciation |
| 6. | Printer | Getting prints of various language activities and exercises to improve English |
BISAG- An effort from Government of Gujarat:
Government of Gujarat has established the Bhaskaracharya Institute for Space Applications and Geo-informatics (BISAG) in the year 1997, earlier known as Remote Sensing and Communication Centre (RESECO) as a state level nodal agency, operating under Department of Science and Technology of Govt. of Gujarat. It is persistently making efforts to enhance the growth and development of the state through its multidimensional activities.
Satellite Communication (SATCOM) is the programme for the promotion and facilitation of the use of broadcasting and teleconferencing networks for distant interactive trainings, education and extension. It consists of subsidiary networks of various educational institutions, state government departments etc. This arrangement facilitates easier and faster interaction in the developmental and educational activities of the state. This programme is supported by digital uplink Earth stations, TV Studio and transmission facility at this Institute. This is being used extensively by the education department and developed interschool. The plans to enhance this facility are underway (GSWAN, 2013). BISAG conducts following activities to enhance English language of students:
- Live demonstration of class-room teaching by expert teachers
- Live demonstration of Task Based Learning of English Language
- Live Interaction with subject experts
- Live teacher trainings
- Live discussions on new teaching methods and techniques
A Survey: Effect of Multi-media tools in EFL class-room of Primary School
The following survey report shows the effectiveness of multi-media tools in teaching English language to the students of primary school. I had conducted the survey in “Ravipura Primary School of Anand district, Gujarat wherein recently before a year new Digital Computer Laboratory has been established to improve and enhance language learning and teaching process by the collaborative effort of Government of Gujarat and IL-FS.
The research project is organized in three major sections:
- A brief literature review that highlights what teacher of English thinks about using technology to teach English; how contemporary students view teaching-learning imparted using the language developing tools based on technology; and challenges for teachers in making use of technology to teach English language.
- The methods and findings sections which describes the use of Student Progress Report provided by teacher, Observation and interviews of English Teacher for data collections and the resultant outcome.
- Recommendations.
English Teacher Perspective
A teacher of English uses technology for variety of ways, for example, to prepare lessons, to prepare materials, to teach lessons using audio-visual aids to teach poetry and so on. The teacher uses technology to teach English language, apart from other subjects, to the students of primary School i.e. students of 6th, 7th and 8th standards.
The prime aim of the research conducted is to examine the effectiveness of technology and has generally found that the impact of technology to teach English language to the students is dependent on how it is used in the classroom. Teacher found the use of technology interesting to teach English language to the students.
Students’ Perspectives
The school belongs to rural area of Anand district which is affected by digital divide badly. The knowledge of English or good command over English and awareness regarding using technology are next too difficult for the students to teach. However their reactions towards English language teaching using Multi-media tools are motivating. Their interest to learn more about English language and its usages make us feel proud.
Data Collections and Findings
I focused to find out differentiation in following points:
- Study of English in the presence of English teacher (but without using Multi-media resources)
- Study of English under the direction and guidance of English Teacher and using Digital resources.
I followed several methods to find out the impact of Digital resources in enhancing English language teaching and learning of the students of upper primary in rural regions like; By taking interviews of teachers, doing survey, interacting with the principal and computer teacher, checking progress reports of the students (last two years), observing classroom teaching and at last taking Post-test the data have been collected for the present research. The data are displayed in the tables below which show difference in performance of the students in different situations.
In following table we have given progress of 24 students in learning of English language. In the first table, these 24 students were in the 7th standard and have studies English in presence of English teacher but there was no facility of multi-media. In the second table, these students have entered in the 8th standard and teacher used multi-media tools to teach English and tremendous growth and outcome were found out among the students. The progress report cards had helped me to get the following data collection:
Table: 1 Study of English in the presence of English teacher (but without using Digital resources)
| Std. |
No. of Students
|
Availability of English
Teacher (Yes/N) |
Availability of DigitalResources
(Yes/No) |
English language competency level of the students(in %) | ||||||||
| Writing Skills | Reading Skills | Speaking Skills | ||||||||||
| Good | Average | Poor | Good | Average | Poor | Good | Average | Poor | ||||
| 7th | 24 | Yes | No | 35 | 50 | 15 | 40 | 50 | 10 | 30 | 47 | 23 |
Table: 2 Study of English under the direction and guidance of English Teacher and using Digital resources.
| Std. |
No. of Students
|
Availability of English
Teacher (Yes/N) |
Availability of DigitalResources
(Yes/No) |
English language competency level of the students(in %) | ||||||||
| Writing Skills | Reading Skills | Speaking Skills | ||||||||||
| Good | Average | Poor | Good | Average | Poor | Good | Average | Poor | ||||
| 8th | 24 | Yes | Yes | 65 | 30 | 05 | 90 | 10 | 00 | 55 | 35 | 10 |
I went in the class of 1st standard where students have just enrolled and did not any alphabet of English. We decided to teach them ABCD by using black-board with traditional methods of teaching. Within half an hour, we got little bit success to teach them some alphabets. Later on we took them computer laboratory and use video clip of ABCD song and the result of an amazing as the students started to sing the song of ABCD with the clip. These small kids were happy and excited with this method of teaching. So with the help of this example we can understand the importance of Digital Resources to teach English.
Interview of English Teacher
- How long have you been teaching English at upper primary level?
A. “Since two years I am working as an English Teacher in a primary school.”
2. How is your experience with students of rural area while teaching English language to them?
A. “In the beginning my experience was not good as the students of rural area did not know even the basics of English (alphabets). However later on slowly and gradually I found it interesting to teach them and see them learning English.”
3. What was the level of students in English before you joined the school as a special language teacher of English?
A. “Before I joined I was in illusion that my students will be like this and that but what I saw there was shocking because their level of knowing of English was merely zero!”
4. How is the response of these students towards English language?
A. “Students or children always like to learn new things! They all were eager to learn English and their attitudes were positive.”
5. When did you think that you need Digital Resources to teach English? Why?
A. “I recognized that students were not able to connect the things, I was teaching them, as English was very difficult for them to learn. At that time, I thought there is a need of a connector – A digital resource which can connect their ideas to vision.”
6. How do you use digital resources to teach English?
A. “At the initial level I started showing stories (animated or with pictorial descriptions too) on LCD. Later on I made them to play spelling games (Basic) so they could make rapport with alphabets and new spellings started blowing in their minds. Slowly and gradually today they all are able to write on their own about their ideas!”
7. What kinds of difficulties do you face in using digital resources to teach English?
A. “While using digital resources, the students were afraid in the beginning, but later on they developed interest in using them.”
8. What was the effect of using digital resources to teach English in the classroom?
A. “Teaching through digital resources creates interest among students. They visualize what they think. So using digital resources is always helpful.”
9. Which sources do you use normally to teach contents of the syllabus of English language of that particular standard?
A. “To teach the content, I normally prefer computer presentation or projector.”
10. Which digital resources do you find the most successful to teach English?
A. “In teaching English, I found computer games very useful. Different language games boosted up students’ confidence level.”
11. Which sources do you use to develop speaking skills of the students?
A. “To develop the speaking skill, I like to make them practice tongue twisters. So their tongues start to twist as per the accent of English language. So I prefer the CDs of tongue twister. Then I start from Respond Activity. They give responses as per computer’s command.”
12. What are your ideas about using digital resources for English language teaching effectively?
A. “The use of Digital Resources is a modern way to teaching. It makes students to be aware about recent trends and technology. It can make the study or learning process interesting. So it is all time favorite for students and teachers both.”
13. What do your colleagues think about use of digital resources in the English class?
A. “They also give equal importance to teaching through Digital resources. They are also using digital resources to teach different subjects.”
14. How have Digital Resources changed the way you plan to teach English lessons in the class-room?
A. “As I told earlier, it was difficult to teach English to rural students especially when their pre-knowledge of English was almost zero. At that time Digital resources made my way easy. Students developed interest in learning process.”
Findings
- Teachers see benefits from multi-media tools. They are positive about using these tools to teach English both for their students and for themselves as educators.
- After investigating Table 1 and Table 2 and Post-test containing language activities, there is no doubt that teaching-learning process of English language becomes more effective result oriented and successful if it is implemented using multi-media resources.
- It there are sufficient technical resources in the school and if they are used effectively by the efficient teacher, it can generate positive impact on English language teaching and learning in the classroom of even rural region.
- Content teaching through using Digital resources increases students’ level of interest, motivation and concentration.
- Multi-media resources help students to develop their personality and way of living life more efficiently than the traditional mode of teaching i.e. oral narration method.
Recommendations
The research shows the role of multi-media tools in empowering English at upper primary level in the school of rural area. It is identified that there is a unique need of multi-media resources to improve English language competency of the students because ultimately these students are the future of India and if the roots of this future is solid, then we will see Strong India in the years to come.
It is necessary to provide and use multi-media resources in teaching- learning process in developing country like India and to develop a framework for future development of these resources to empower English language in society so as to keep pace with the developed country in future.
The result of the study also aligns with much of the current literature and with our own experience in developing Multi-media Resources for English teachers. Based on this, it is obvious that it is very much important for Indian Education Department and educators to more and more intervening Multi-media Resources in English language teaching Curricula at all the levels all across the county.
Conclusion
A good command over English language is all time high demand skills in the present scenario of 21st century developing India. It is also considered a global language and an inevitable, pre-requisite condition for development in this cut throat competitions of the economies and professional world of developing countries. It is the only means to communicate and transact worldwide. The role of technology in making English language teaching and learning possible is the most crucial one. Using multi-media tools in schools, colleges, at home and in societies in general, has resulted in positive impact and ease in teaching learning process being very effective and powerful tool in causing paradigm shift in pedagogy. Multi-media tools not just make teaching and learning interesting and easy but also help in developing critical thinking, inquiry based learning and team-work in the case of both teachers and students while engaging in teaching and learning tasks. The dream of Global India can only be fulfilled by making immense and effective use of technology so as to empower English language of its citizens especially young learners.
References
A.Tripathi.”Digital resources in Education.” (2002).Retrieved from ubiquity.acm.org/article.cfm? id+ 763759 on 10-04-2013.
Edith Esch. “English and Empowerment: Potential, Issues, way forward.” (2009) Retrieved from www.c-s-p.org/flyers/978-1-4438-0144-sample.pdf on 10-04-2013.
Katherine Hanson, Bethany Carlson.“Effective Access Teachers’ use of digital resources in STEM teaching.” (2009). Retrived fromwww.edc.org/gdi/publications_sr/effectivenessreport.pdf on 12-04-2013.
GSWAN. “ Introduction of BISAG.” Department of Science & Technology, Government Gujarat. Retrieved from http://www.gswan.gov.in/SitePages/BISAG.asp on 17-04-2013
IL & FS Education. “ICT in Schools.“ IL & FS. Retrieved from http://ilfsets.com/educationservices/ict4schools/ on 17-04-2013.
ELETS. “Computer aided learning in primary schools of Gujarat- IL & FS.” (2013). Retrieved from http://wes.eletsonline.com/2013/implementation-of-computer-aided-learning-in-primary-schools-of-state-of-gujarat-including-supply-of-hardware-site-preparation-including-lab-furniture-networking-electrification-development-of-ed/on 17-04-2013
About the author
Kaushik Trivedi is working as a lecturer in Department of Communication Skills, Charotar University of Science & Technology (CHARUSAT), Gujarat, India. He is teaching Communication Skills and Professional Communication at UG and PG level of various institutions of the university. His research area are English Language Teaching (ELT) and Material Development for Task Based Learning of English Language.