This study was carried out by M. Mahruf C. Shohel and
Frank Banks of The Open University, Milton Keynes, UK (Sohel & Banks,
2010).

Cellular technology was first utilized in teacher training in
Bangladesh in 2006. It was a part of the
e-trainer schooling element of the Teaching Quality Improvement in Secondary
Education (TQI-SE) venture. In the case of English, both at the primary and
secondary stage English language coaching and studying is unsatisfactory in
Bangladesh.  Maximum students have only a
few opportunities to speak or pay attention to English for communicative
purposes at some stage in their English language classes. Following in the footsteps of TQI-SE, English in action,
an English language academic improvement program, was targeted at drastically
improving the learning of English in all academic sectors using new cell
technologies throughout Bangladesh. Beginning in 2008, EIA turned into a
nine-year program. It provided different kinds of assistance for teachers’
professional development via technology-enhanced studying. The study looked at
teachers’ understanding and attitudes using the iPod, the first mobile phone trialled for assisting their coaching and
learning.

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EIA
became one of the longest academic improvement program in Bangladesh at during
the last decade. But, before beginning the nation-wide piloting phase, gaining
an understanding of teachers’ professional learning all through the pre-pilot
phase of the venture (2009–10) was very vital. It supplied English language
educators in Bangladesh with professional development by means of providing
training, resources and classroom substances through the use of modern
technology such as the iPod. The goal was to improve their personal coaching
capabilities and to produce new thoughts into the classroom. Instructors had
been given MP3 players to apply within the classroom with battery-powered audio
system. The students could also listen to podcasts and different audio stuffs,
alongside their present school textbooks and other supplementary studying
materials. These materials include posters and flash cards which had been
provided by the venture. 

The
school-based educators’ professional learning system was based on a variety of
‘mixed’ aid systems for instructors. There were an orientation workshop, a
trainer guide, a multimedia player (iPod), cluster meetings of instructors on
the program, and school visits from EIA personnel giving school-room feedback
and technical help. The components of the ‘blended’ TPD technique are described
below:

(a) First of all there is an “orientation program”
for the participating teachers conducted by EIA. It was all about introduction
to EIA itself and aspects of communicative language teaching among the trainee
teachers.

(b) A “teacher guide” has been provided among the
teacher. It included 12 modules of different communicative learning teaching
and learning methods. This guide books had the instruction to operate different
audio and video materials stored in multimedia player.

(c)
This program introduced two teachers from involved schools together in this project.
So that they can help each other, supports each other and can improve their
professional development through sharing their experience. This feature of
working two people together was also known as “Pair support” which considered
as important step towards approaching desired quality among English teachers.

(d)
For improving confidence and motivating them and to helps them practice  an unique program was created. It was termed
as “cluster program”. It had been introduced among the teachers where they can
support each other by practicing communicative English language.

 (e) To
improve practicing skills and to have more implementation of their achieved
knowledge through the clustering program, a series of ‘school visits with
feedback’ had also been conducted. This program helped to improve the teachers’
ideas and level of anticipation.

This school based program had helped improving the
knowledge of English among educators using technology, especially hand-held
mobile devices. This device was by far the strongest medium for open and remote
learning. The researchers analyzed the data and surveyed numerous schools for
their study and found the benefits of these programs presented below:  

(a) This program provided audio-visual materials
that helped teachers to master language techniques in the classroom. Audio and
video impact of iPod helped to improve personal and professional skills of the
teachers.

(b)
This program helped the
teachers to improve the techniques of vocal speech. It helped them to
participate in a large class of practicing choral dialogues in the English
language classes. Many of them positively respond that iPod had advantages over
printed materials.

(c) This program introduced the bright side of technology among the teachers. Technology
such
as iPod provided them alternative of reading textbook and opened
a great source of
knowledge where they could find any of their solution suitable for them.

(d) Through the video
instruction, the
teachers could
follow the instruction properly. This service
gave them the chance to
correct their mistakes without wasting time. They could also improve their
pronunciation capacity by hearing. And the most exclusive features were
that they could
do this repeatedly.

 (e) This micro-teaching videos helped the teachers to improve their professional skills. As these videos contained lots of information that seems beneficiary for the teachers.

(f) The introduction of this technology made the lessons more
attractive to the students. Thus it increased the participation of
the students in teaching and learning.

 (g) Teachers could improve their language skills through the
hand-held
device. This device contained resources that enhance their practicing skills in
addition to their
text books.

 

(h)
Spontaneously using English without
any hesitation
was one of the achieved signs of this program.  Both “teachers’ guide” and “peer
support”
of this program helped to
improve their
skills and successful application in the classroom.

(i) Teachers improved their English skills
and got new ideas to create sense of their lessons by joining this
program.  Attending cluster meeting they
shared their
ideas and skills that could help making the lessons more interesting to
students. Teachers also improved
their language skills
by practicing from video clips on iPod. This program also helped to improve the body
language during the
lessons. That in turn helped them to teach better English.