TEACHERS’ ROLE IN TECHNOLOGY ENHANCED COLLABORATIVE EFFORTS FOR IMPLEMENTATION OF KELI-KALI RADIO PROGRAMMES OF KARNATAKA AT ELEMENTARY SCHOOL LEVEL –

ABSTRACT

Radio is supposed to be a one way communicative media, which does not have scope for listener to show his/her creative abilities and innovative techniques. The school radio broadcast has removed this prejudice and given a new look for a radio programme. The teacher has a dynamic role to play in the process of entire school broadcast. His functioning at ground level allows him to be part of planning, (s)he gets involved in local recording and production. The listening arrangements during the broadcast have scope for all the teachers to utilise radio programmes. The radio school teacher also gives feedback for improvement of lessons. The teacher plays multifaceted role of planner, trainer, critique, producer, musician, recorder of events, researcher and innovative practitioners in addition to being traditional teacher. The teachers collaborate with each other and other experts for bring success to these programmes. All these roles are discussed under various stages in the present paper.

Key words: Teacher, Technology Enhanced Collaborative Learning, Keli-Kali Programmes, Karnataka, Elementary Schools

Introduction

There are various information communication technologies (ICTs) being utilized in present day society. These ICTs are affecting various aspects of individual’s life and education has not remained unaffected by its onslaught. Moreover, the impact of ICT is predominant in the field of education. Radio is one such ICT medium which is being utilized since its inception. Radio stations are broadcasting programmes for various levels of learning viz., primary, secondary, higher and non formal learning levels. The role of teachers has changed in the context of use of these programmes at various age levels in different subjects, at various age levels, in different stages of its implementation.

The radio programmes are considered to be one way communication, where the listener is supposed to have a passive role. Theoretically, the teacher is at a receiving a end and also a passive receiver in school radio broadcast. Authors are of the opinion that the radio listening is not an unidirectional information disseminating service but it is a two way, interactive media process. The reverse directions of communications is completed by the learner by writing letters to the All India Radio (AIR) stations or any other broadcasting station, feedback through news papers, department of education. They give oral feedback through phone to officials in the office or during the radio phone-in programme. Teachers have a multifaceted role to play in school radio broadcast. His role varies according to the stage of implementation of this programme. He is involved in planning, script development, production, training, monitoring feedback and such other stages. He is a key person who is involved in identifying the hardspots in content areas of respective subjects. He is a planner, guide, subject expert, script writer, resource person for writing, editing, production, actual implementer and gives feedback in the broadcast process. The teacher who is involved in the school radio broadcast is supposed to know various facets of this broadcast programme such as the information given to Head Master (HM), School Development and Monitoring Committees (SDMCs), other officials, contents of the programme, departmental instructions, know how for maintenance of the radio Radio-cum-Cassette Players (RCCPs) etc. Thus, a teacher utilising radio does not only teachers as a teacher, but in addition to this he/she is a multifaceted resource person, who has various roles to play. Let us examine the role of a teacher in various stages of development of radio programmes.

PLANNING

It may be a surprise to visualize that in what capacity a teacher could be involved in the planning of any initiative in the state. As in other state policy decisions the planning of radio programmes is done at the state office level regarding financial, physical, infrastructural arrangements at the gross root level. The teachers are however part of the need survey, which is conducted for identification of hardspots for radio programmes. The hardspots identified at this stage help the planners to take up production and development of various programmes in different format. Teachers also suggest scope and limitation of various content areas to be covered. This stage serves as review of the existing programme and help in planning of overall schedule for the entire year in accordance with the syllabus. The teachers of classes third to eight, teaching various subjects like Mathematics, Science, Social Studies and Languages are invited to be part of the survey. Teachers are the grossroot workers who are involved along with Subject / Media experts and departmental official. This gives a democratic status for planning stage and importance of teacher’s input in this stage of radio programmes.

RADIO SCRIPT DEVELOPMENT

The script of radio lesson is different from the classroom lesson plan. The subject experts and teachers are not aware of this format. The media experts are expert in their medium, but are not aware of the objectives, content and intent of the subject matter to be taught. Hence, an amalgamation of bringing together of expert from various field is done to take up the script preparation work. The teacher’s role at this stage is of a subject expert in case of being senior and experienced person and script writer in case of being a novel in teaching field. The teachers need text book content on which the lessons are to be prepared. Additional information is obtained by way of reading reference books and encyclopaedia before scripting. Handbooks, for teachers are referred to know various strategies which can best suit teaching of that content. Subject experts help at this stage. Teachers then finalizes format of lesson from available format such as story, drama, talk, song, etc. with the help of media experts. The poet teachers, who are expert in language, write songs for the audio programme.

RECORDING AND PRODUCTION STAGE

The next important stage in the radio programmes is production. In this stage selected schools and teachers are identified for recording and production based on the script requirement. These teachers are expected to learn moderation of audio recording, dialogue delivery, and record the lessons. They are also involved directly or indirectly in the production stage. If they do not directly get involved in production of programmes they at least participate in training their students for taking up recording and production work. The teacher trains his/her students in language pronunciation, dialogue delivery-pauses, expressions poem recitation. Based on the capacity and calibre the teachers are also involved in music preparation mixing of effects, voice variation, moderation etc. This stage enhances the creative abilities of teachers. This involvement of teaching community makes other teachers feel close and proximate to the radio programmes. It is a great opportunity for the teachers to know additional information given by script writers in recording stage. Teachers are found to be the part of the programmes being aired at state hook-up. The isolated and segregated teachers feel a sense of responsibility towards others and intimacy toward teaching community.

TRAINING OF TEACHERS

Radio is not an innovative device, but used in a novel an systematic way in school broadcast in recent years. The series of programmes are broadcast so as to span over the entire year and cover maximum number of hardspots and teacher has to shoulder a great responsibility to make arrangement for proper listening throughout the year. Radio is a medium which can be listened at home, office, car, bus, saloons, or any such public place. To make it more effective the classroom teacher has to be trained properly. The sitting arrangements display of radio and other instruments are to be done systematically. The programme schedule is supplied to the teachers in a printed format in the form of hand book contains various information pertaining to the role of School Development and Monitoring Committees (SDMCs), headmasters, teachers, officials, achievement of the radio programme, circulars regarding the purchase of radio / RCCP, feedback of the programme and contents of each of the lesson. With regard to each of the lesson the teachers are given information about the specific objectives of the lesson and the objectives being covered under the radio lesson. This also speaks about the scope of the programme pre and post broadcast activities, which are to be conducted for listening the programme. Further, as the radio lessons are only supplementary to the classroom the teachers are required to continue their curricular activities as per the syllabus in addition to the listening arrangements. Hence, all these aspects are cleared during the training session. The teachers are to maintain record of the entire lesson being broadcast and make a record in their daily radio diary. Monthly feedback has to be given by the teacher in Cluster Resource Centre (CRC) meeting and quarterly feedback is presented by teachers to take necessary improvements in radio programmes. Hence, training has to be provided covering all the above aspects. The teacher in this stage of training acts as a master trainer or a trainee, based on the respective experience The teacher is being clarified various arrangements to be made for listening in their respective schools in the training stage.

BROADCAST AND LISTENING ARRANGEMENT

All the teachers have a key role to play at this stage, as they are working at the grossroot level where listening arrangement is being made.

The teachers may or may not be part of the planning, recording, production, broadcast stages. They may be a passive recipient at the training stage. They have to practically implement the scheme at school level. The success or failure depends on the implementation strategies adopted by teachers based on local requirements. It is a well known saying, that radio listening does not require any skill, but listening leads to forgetting. Listening occupies lowest place in learning stage, which is evident from the Chinese proverb,

“I hear, I forget

I see, I remember

I do, I understand.”

Generally, people hear radio for entertainment while doing household work, travelling in a car / bus. Their major intention is to complete their work and not remember what is being communicated in radio. Hence, the school broadcast has to be different and it must have proper listening guidelines. The different stages of its implementations explain themselves the importance given for organization and implementing of these programmes. The teachers make triangular seating arrangements in their classes. They also agree for proper display of radio and lesson related teaching material in-front of the students. Proper listening instructions are given before the commencement of the broadcast. Teachers perform various pre-listening activities for the radio lessons in different subjects.

Pre-broadcast activities

Some of the pre-broadcast or pre-listening activities (source CPI, Handbook for teachers, 2003) performed by teachers in different subjects are shown below.

Languages

1. While teaching poem in a language the teacher shows map of Karnataka state and indicates various districts. He /She write down the poem on the black board.

2. Describes the differences and uses of words like hear, ear; prey. Pray; week, weak etc.

3. Describes and discusses experiences about Jatra of local temple.

Mathematics

1. Place value of numbers is briefed before the programme.
2. Describes the method of multiplying 3 decimal number by 4 decimal numbers.

Science

1. The teacher prepares the list of living and non living beings with the help of students.
2. Discuss the adaptations of camel in a desert land.
3. Draw a picture of digestive system of human body and describe its different parts.

Social Studies

1. Describe the Indus valley civilization by showing pictures and maps.

2. Prepare pictures of Mahavira and Buddha and display in the classroom.

Thus, unlike traditional listening of radio programmes, the teacher in the modern concept of school radio broadcast is expected to perform various content related activities along with the students within and outside the classroom. In addition to above mentioned activities teacher performs various other activities before commencement of radio listening depending on the listening. Thus, the radio practicing school is having more impact than normal classroom.

During broadcasting of lesson

This part of listening is made more interactive by combining students and teachers activities. The charts, maps, posters are shown by the teacher in the classes. The interactive questions are responded in the class by students to ensure learning. The teacher ensures proper listening, audibility arrangements.

Post broad cast activities

The teacher carries out various post broadcast (listening) activities (source CPI, Handbook for teachers, 2003) depending on the subject, objectives, topic of the lesson being broadcast. Few of the activities in different subjects are listed below.

1. Imagine yourself as water falls and describe your autobiography.

2. Take students to public places like bus, railway station, market, bank and show various type of discussion taking place at theses places.

Science

1. Prepare first aid box with the help of students and use it when necessary.

2. Arrange discussion regarding what happens when there is no force ( eg gravitational force) or discuss what happens when there is no sun.

Social Studies

1. Identify the places in Karnataka’s map where Ashoka’s stone pillars are discovered.

2. Play role of Mahaveer and Gautham Buddha

Mathematics

1. Emphasize and practices the descriptions given in the radio programme regarding multiplications of the two numbers.

2. Solve the exercises given in the text book.

Thus, the role of the teacher in radio programme has increased from being within the classroom to even outside class .Teacher who is teaching in the class has only to teach the content where as the radio school teachers has to do survey, collect material, enact, take students to field visits, draw diagram, complete text book exercises, develop imagination to think e.g. What happens when sun does not rise for a day etc. All these efforts have enhanced achievements of students in their respective subject matte. This is also shown in the findings of separate studies conducted by Phalachandra (2003) and Patel (2006), shows that Keli-Kali radio programmes had positive impact on students’ academic achievements and co-curricular developments.

FEEDBACK

Teacher is a constructive critique at this stage. His analysis of various aspects of the broadcast are quiet important for the improvement of the programme. Teachers give oral feed back to the officers. Feed back is also given through letters to the department, AIR stations and news papers. Feed back is given on quality of broadcast, language of the programme, content, music, coverage, timings which have a scope of improvement of programmes. The records maintained by teacher at school in the form of radio programme diary, monthly questionnaire reports also give lot of feed back to the planners of the programmes. The monthly cluster meetings give ample feedback for CRC Co-ordinators. The radio phone in conference also helps for obtaining feed back from teachers. An analysis of letters received at the Audience Research Cell (2003) of AIR Bangalore has indicated that about 80 % letters are responses to the question asked after the radio lessons. About 15 % of the letters were in praise of the quality of programme 5% letters gave suggestions for improvement in various aspects of the programme. All these aspects are quite essential in review of the programme.

FINANCIAL IMPLICATIONS FOR CHANGED TEACHER ROLE

Does all these changes in role of teacher have extended financial burden on state exchequer? The cost analysis of the programme indicates that the amount is spent on various aspects the radio programme such as identification of hard spots, radio scripts development workshop, preparation printing and supply of programme schedules, purchase of equipment, production and broadcast of programmes, training of teachers. The unit cost calculated by Patel (2003) for Urdu Keli- Kali programme per child per programme for the entire state is 0.33 paisa. The training cost of the teachers in the entire programme is very minute fraction of this cost. The training cost given in the above report indicates that it is 0.04 paisa per teacher in Urdu Keli Kali programme. This is much smaller in case of Kannada Keli-Kali where large numbers of teachers are trained with little more additional cost. In all it indicates that there is no additional expenditure on teachers, even if his ability and creativity is enhanced.

CONCLUSION

The one–way/unidirectional radio programmes, which uses single sensory organ that is auditory senses, was found to be ineffective. Thereby, reducing its effectiveness in teaching-learning process. The effectiveness of the radio is discussed by authors by presenting changing role of teachers. The radio programmes increase innovativeness, creativity and novel ideas and fostered and brought forward much more among teacher while implementing radio programmes. The teacher play important role at various stages of school broadcast in collaboration with others, who are working for the cause of education. The role played at school level by the teacher is quite crucial. The success or failure of the programme depends on teachers effort at this stage. However, the improvement in achievement among students is quite evident when the entire role of teacher is seen. The advent of FM radio stations and pocket FM radios in the form of mobile have expanded the scope of use of radio. The education department of various states have to exploit this opportunity and extend educational programmes and strengthen teachers’ dynamic and changing role. Teachers may be encouraged for use of different technologies and collaborate with human resources available in the society.

REFERENCES

1. CPI (2003) Banuli Prasara Kaipeedi “Keli-Kali”, Antar Kriyatmaka Karykarma, Standard 5, Author, Bangalore. [Handbook for teachers]

2. Patel M. I. (2003), Karnataka State Report on DEP activities 2000-03, (Unpublished report)

3. Patel M. I. (2003), Keli-Kali (Urdu) Radio Broadcast 2002-03 Documentation (Unpublished)

4. Patel, M. I. (2006), Audio Visual Programmes in Teaching at School, Anmol Publications Private Limited, New Delhi.

5. Phalachandra, B. (2003), Impact of Keli-Kali, DEP-DPEP, New Delhi