This paper is an attempt to review the implications of the implementation of 'KYAN' in the different districts of West Bengal and unfold the issues and challenges the Govt. has been facing in the implementation of 'KYAN'.
The Government of West Bengal has been implementing Sarva Shiksha Abhiya since its inception. To optimize its impact, the State Government is combining Sarva Shiksha Abhiyan with Information and Communications Technology (ICT) Tools for Education Programme in the primary and secondary Government schools. Integration of the ICT in education projects popularly called Technology in Education (TIE) is generally used to familiarize students with the use and workings of computers as well as leverage the power of the ICT for teaching conventional subjects that get registered more effectively compared to conventional teaching-leaning method.
The integrated approach of Technology in Education (TIE) has prerequisites such as use of technology by students to create learning artefacts, integrating technology with curriculum, focused learning achievement and teacher designed instruction. The Department of Education, Govt. of West Bengal introduced Technology in Education (TIE) system titled 'KYAN' (Vehicle of Knowledge) to utilize ICT tools and ensure sustainability. KYAN, modelled on best principles of TIE, was developed in collaboration with the Indian Institute of Technology (IIT), Mumbai, as a Community Computer. The device contains a computer with inbuilt projector, content, speakers, and has wireless keyboard and mouse. It combines the computing power of a computer with an appropriate high luminosity, high resolution, and large screen projection system. The project has resulted in significant improvement in the class-room teaching learning practices apart from improving the morale of teachers; enhance attendance, improved retention of the core academic concepts as well as better recall, improvement in the examinations results etc..
Table of Contents
1. Introduction
2. Project Overview
3. Impact of KYAN
4. Example of KYAN implementation: Achana High School, District South 24 Parganas
5. Issues and Challenges faced during Implementation
6. Conclusion
7. References
Research Objectives and Themes
This paper aims to evaluate the implementation of the 'KYAN' (Vehicle of Knowledge) initiative within various districts of West Bengal, India. It analyzes how the integration of ICT tools, specifically the KYAN system, affects classroom teaching and learning practices, while identifying the significant operational, pedagogical, and infrastructural challenges faced by the government during the deployment process.
- Integration of ICT tools in primary and secondary government schools.
- Methodology of the KYAN system deployment across West Bengal districts.
- Assessment of teaching-learning practices, student retention, and performance.
- Challenges related to change management, teacher training, and technical support.
- Evaluation of the overall project success and stakeholder feedback.
Excerpt from the Book
3. Impact of KYAN
KYAN has been making positive impact on the teaching-learning process and also in covering class syllabus. This has been established conclusively from the evaluation data, in comparison to show that the teaching has improved and this improvement can be quantified in percentile terms as 4% every quarterly cycle, in comparison to the earlier rounds of field evaluations conducted. From various rounds of the evaluation it has been safely concluded that the syllabus was covered far more easily on a fast track basis under KYAN implementation, due to higher retention amongst the students and with improved teaching-learning outcomes in comparison to a conventional class-room approach.
Competition was considered as one of the best ways to judge the knowledge of the student, and to maintain the curiosity of the student. Introduction of KYAN in the classroom resulted in 79% teachers organizing competitions on monthly basis. In order to keep the class attentive as well as for enhanced learning achievement, questions were asked proactively by the students. This is a well-established norm even from conventional teaching methods and more so in the case of KYAN where the curiosity enhances substantially. On a comparative scale during various KYAN evaluation rounds it was found that the KYAN class students were asking more questions.
After implementation of KYAN there has been a significant increase in the group activities; which have shown an increase from 67% (before) to 78%. Possible reasons for this outcome were expeditious completion of the syllabus prior to the stipulated period, allowing the students to get more time for the leisure as well so that they can be involved in certain other creative group activities. The students are also getting more time for doing revision in their syllabus after the introduction of the KYAN.
Summary of Chapters
1. Introduction: Outlines the integration of ICT tools in the West Bengal education sector and the strategic shift toward using the KYAN system to enhance primary and secondary learning.
2. Project Overview: Details the phased deployment of the KYAN project across various districts in West Bengal and the specific hardware equipment provided to government schools.
3. Impact of KYAN: Evaluates the measurable improvements in teaching efficiency, syllabus completion rates, and student engagement following the implementation of the KYAN system.
4. Example of KYAN implementation: Achana High School, District South 24 Parganas: Provides a practical case study of a government-aided school, highlighting successes, user adoption, and specific local challenges faced during operation.
5. Issues and Challenges faced during Implementation: Examines systemic barriers, including infrastructure deficits, security concerns, content alignment issues, and teacher resistance toward pedagogical shifts.
6. Conclusion: Summarizes the overall effectiveness of the KYAN framework based on stakeholder feedback, teacher attitudes, and quantitative improvements in academic outcomes.
7. References: Lists the academic and national survey resources that informed the study's framework.
Keywords
ICT tools for education, KYAN, Class room teaching learning practices, TIE, Govt. schools, West Bengal, Student retention, Teacher training, Pedagogical shift, Digital divide, Sarva Shiksha Abhiyan, Academic skill development, Change management, Educational technology, Infrastructure.
Frequently Asked Questions
What is the core focus of this research paper?
The paper evaluates the implementation and impact of the 'KYAN' (Vehicle of Knowledge) ICT system in government-run schools across West Bengal, India.
What are the primary themes addressed in the study?
Key themes include ICT integration in public education, teacher training strategies, classroom engagement, pedagogical challenges, and the operational sustainability of educational technology.
What is the main objective of this study?
The objective is to review the implications of the KYAN project and identify the various issues and challenges the government faces during its large-scale implementation.
Which methodology was used to evaluate the project?
The research relies on longitudinal evaluation data collected every six months, stakeholder self-reports, and comparative analysis of teaching practices before and after the introduction of KYAN.
What topics are covered in the main body of the paper?
The body covers the project deployment phases, equipment specifications, teacher orientation programs, impact on syllabus completion, a school-specific case study, and a critical look at implementation barriers.
Which keywords best characterize this work?
Essential keywords include ICT tools for education, KYAN, class room teaching learning practices, TIE, and government schools.
How is the KYAN system specifically designed to aid learning?
KYAN acts as a 'Community Computer' that integrates a projector, high-resolution display, and pre-installed audio-visual content mapped to the curriculum to simplify complex topics.
Why is teacher resistance identified as a challenge?
Resistance stems from the difficulty of implementing traditional pedagogical shifts and the need to internalize new technology despite the presence of pre-existing, deeply rooted teaching practices.
What specific security risks were noted regarding the equipment?
A major concern is the risk of theft of the KYAN devices, particularly in schools with poor physical infrastructure in rural areas, requiring secure audio-video room arrangements.
How does the paper address the language barrier in content delivery?
The paper highlights that while initial content was primarily in English, there is an ongoing effort to translate lessons into Bengali and Urdu to increase the comprehensiveness and utility for local students.
- Quote paper
- Dr. Sudipta Majumdar (Author), Amrita Majumdar (Author), 2017, Influence of Technology in Education Framework. The Implications and Challenges of the Implementation of "KYAN" in Government Schools of West Bengal, India, Munich, GRIN Verlag, https://www.grin.com/document/375907
