The Inclusion of ICT Tools in Education: What works, what doesn’t and why do they work?

A Visualization of how usage of ICT Tools by school headmasters is influenced by the attitude towards inclusion and their access to technology. Each bubble represents the “scores” obtained by a school headmaster in terms of his/her access to ICT tools and training, his “Attitude” (i.e. opinion and confidence) towards using ICT tools inside and outside classrooms, and the level (i.e. frequency and intensity) of usage of ICT tools in teaching learning and administrative purposes. The size of the bubbles represent the comparative usage score of the headmasters. The bigger the bubble, the more their usage.

  • We aim to analyze the current state of ICT Inclusion in the schools of Bangladesh.
  • Using the responses to a survey conducted on 33 Headmasters, 46 school teachers, 56 students and 32 ICT Coordinators from around 30 schools in Bangladesh, we aim to identify the obstacles that hinder the widespread use of ICT tools in teaching learning and school management purposes.
  • Based on the survey responses, and data about the schools from various external sources, we cluster the surveyed schools based on various parameters including the academic performance of the school’s students in public examinations, teacher-student ratio, availability of ICT tools and resources in the school, duration of usage of those tools in teaching-learning,
    the level of urbanization of the community surrounding the school, average family income of the community, etc.
  • Based on their responses, we assign a score to the level of access, attitude and usage of ICT facilities for each headmaster, teacher and student who responded.
  • As part of our ongoing research, we are working on devising strategies to make sense of the available data, and find out which underlying factors influence the usage of ICT tools in education in the schools of Bangladesh.

বিদ্যাসাগর: Empowering Education through Conversational Agent

Introducing বিদ্যাসাগর, our upcoming conversational agent meticulously crafted to revolutionize the educational landscape in Bangladesh. Built on a robust large language model framework, this innovative agent will seamlessly converse in Bangla, catering directly to the needs of students navigating their academic journey. Designed exclusively for the education domain, বিদ্যাসাগর will serve as an indispensable guide, offering personalized assistance to every student, around the clock. In a classroom environment where students often hesitate to voice their queries due to time constraints or shyness, বিদ্যাসাগর will provide a haven for exploration and learning. Unlike traditional Q&A platforms, বিদ্যাসাগর doesn’t just dole out answers; instead, it empowers students by directing them to supplementary resources, encouraging self-discovery and fostering a deeper understanding of the subject matter. Equipped with both text and voice capabilities, বিদ্যাসাগর ensures accessibility for all students, catering to diverse learning preferences.

Notably, this pioneering venture marks the advent of the first-of-its-kind conversational agent tailored specifically for the Bangladeshi educational landscape, underscoring our commitment to innovation and empowerment in education. Through seamless integration into students’ daily lives, বিদ্যাসাগর will become an indispensable companion throughout their educational journey, bridging the gap between classroom learning and independent exploration. With its 24/7 availability, students can seek guidance and clarification at their convenience, fostering a culture of continuous learning and growth. Experience the transformative journey with বিদ্যাসাগর as we harness cutting-edge technology to redefine the way students engage with learning and knowledge acquisition, setting new standards of excellence in education across Bangladesh and beyond.

Smart Education Platform and Digital Content for National Curriculum

In Bangladesh, a unique project bridges the gap between technology and education. Data and Design Lab (DnD Lab), in collaboration with the Liberation War Museum (LWM), is pioneering a revolutionary Smart Learning Platform that transforms how students experience the nation’s Liberation War. This initiative targets Grades 6 & 7, employing Artificial Intelligence (AI) to create an engaging and interactive learning experience. Moving beyond static content, the platform incorporates AI-powered features like interactive question generation based on the QuBAN (Query-Based Access to Neurons) method. This fosters critical thinking and encourages students to seek answers, with AI subtly guiding them rather than providing solutions. Gamification elements like leaderboards and points further enhance engagement, transforming learning into a playful yet educational challenge.

The project continues beyond individual learning. DnD Lab’s system fosters group activities and home-based participation, extending the classroom environment. Additionally, an AI chatbot acts as a virtual guide and assistant, supporting students throughout their learning journey. The impact extends to educators as well. AI-driven tools provide teachers with actionable insights into student performance, enabling them to tailor their teaching strategies. This data-driven approach streamlines the assessment process, offering a comprehensive overview of class performance.

The project garnered significant public attention, receiving coverage in major Bangladeshi media outlets. This innovative approach, spearheaded by dedicated teams from LWM and DnD Lab, is a beacon for integrating technology into education. The Liberation War Museum’s Smart Learning Platform exemplifies how AI can make learning history more engaging, interactive, and effective, paving the way for a future where technology empowers education.