This document discusses the importance of learning and teaching materials (LTMs) like textbooks in improving student performance, especially in low-income countries. It notes that LTMs can compensate for challenges like large class sizes and lack of resources. While multimedia and digital resources are growing, textbooks remain one of the most cost-effective education inputs. The document also discusses inclusive education for students with special needs, and challenges in availability and quality of learning materials in many countries. Effective textbook policies aim to balance support for teaching, learning outcomes, and national priorities.
This document discusses the importance of learning and teaching materials (LTMs) like textbooks in improving student performance, especially in low-income countries. It notes that LTMs can compensate for challenges like large class sizes and lack of resources. While multimedia and digital resources are growing, textbooks remain one of the most cost-effective education inputs. The document also discusses inclusive education for students with special needs, and challenges in availability and quality of learning materials in many countries. Effective textbook policies aim to balance support for teaching, learning outcomes, and national priorities.
This document discusses the importance of learning and teaching materials (LTMs) like textbooks in improving student performance, especially in low-income countries. It notes that LTMs can compensate for challenges like large class sizes and lack of resources. While multimedia and digital resources are growing, textbooks remain one of the most cost-effective education inputs. The document also discusses inclusive education for students with special needs, and challenges in availability and quality of learning materials in many countries. Effective textbook policies aim to balance support for teaching, learning outcomes, and national priorities.
This document discusses the importance of learning and teaching materials (LTMs) like textbooks in improving student performance, especially in low-income countries. It notes that LTMs can compensate for challenges like large class sizes and lack of resources. While multimedia and digital resources are growing, textbooks remain one of the most cost-effective education inputs. The document also discusses inclusive education for students with special needs, and challenges in availability and quality of learning materials in many countries. Effective textbook policies aim to balance support for teaching, learning outcomes, and national priorities.
The central role of textbooks and other learning and teaching materials (LTM) in enhancing the quality
of learning and improving student performance is widely recognized ( Smart and Jagannathan;2018, GEM Report, 2016b). In low income countries , quality learning and teaching materials can compensate for disabling factors such as large class sizes, poorly drained or unqualified teachers, a shortage of instructional time, high levels of illiteracy among parents , and a lack of reading materials in home (Smart and Jagannathan, 2018; Read, 2015 ). Multimedia and digital resources are a growing source of knowledge for teachers and learners. Several studies show that greater access to information and communication technologies in schools can help reduce the digital divide between low and high income group. (UNESCO, 2014a; Jacob, 2016). The digital era has challenged conventional textbook practices, textbooks need updating more frequently and need to support collaborative and interactive pedagogical methods (Smart and Jagannathan, 2018).
Acknowledging the competencies or ‘differential abilities’ of all learners, the education of individuals with special needs in inclusive schools turns into more of a shared responsibility between the exceptional stakeholders concerned (Ahmad 2015a; Praisner 2003); demanding a shift in attitude, availability and accessibility of infrastructure, pedagogy, need-based techniques and materials for instructional delivery, assessment and evaluation, and the much evident problem of acceptance and accommodation at all stages in the instructional materials (Ahmad 2014; 2015b). Many countries still face the challenges of inadequate availability, poor quality and inefficient use of learning materials in the education sector (Elliot and Corrie, 2015).
The two most consistent characteristics in improving student performance are the availability of instructional materials, and well trained, prepared, supervised and motivated teachers. Since providing textbooks is cheaper than training and motivating teachers, textbooks are the most cost effective of all education inputs on student success (Read, 2015).
A textbook policy should achieve a balance between these explicit functions in order to support effective teaching, improve learning outcomes, and achieve national priorities (see Dundar et al. 2014).
Teaching materials are learning tools that contain learning materials, methods,limitations, and how to evaluate in order to achieve the expected goals (Widodo and Jasmadi, 2008).
The second step is design, after analysis phase. This is about the instruction. According to Nada (2015) that design phase is a step of applying the instruction. In this step thinks about how can design instruction be the effective ways to facilitate in learning.
In Abulon (2014), it was stated that “teachers have also identified specific personality traits that have a positive impact on both their classroom management skills as well as to their commitment to students' overall well-being.”
In the study of Abulon (2014) used of interactive teaching approach and technology is very important in the classroom “as well as highlighting the importance of authentic learning and student-centeredness” because teachers should have pedagogical knowledge and technological content knowledge.
As cited in Boholano (2017) “digital literacy skills are absolutely necessary to ensure the technology is used to supplement—and not substitute for—high-quality instructional methods” and positive use of technology develops both teachers and students to be globally competitive. The Junior high school teachers using digital technology in the classroom with valuable skills is the most powerful tools in teaching the 21st century learners.
Referrences:
Ahmad, Fouzia Khursheed (2015a): "Challenging Exclusion: Issues and Concerns in Inclusive Education in India." Researchpaedia, vol.2, no.1, pp.15-32.
Ahmad, Fouzia Khursheed (2015b): "Exploring the Invisible: Issues in Identication and Assessment of Students with Learning Disabilities in India." Transience: A Journal ofGlobal Studies vol.6, no 1. pp. 91- 107.
H. Dundar et al. 2014. Student Learning in South Asia: Challenges, Opportunities and Policy Priorities. Washington, DC: The World Bank.https://openknowledge.worldbank.org/bitstream/handle/10986/18407/882670PUB0978100Box3 85205B00PUBLIC0.pdf.
Widodo & Jasmadi. 2008. Panduan Menyusun Bahan Ajar Berbasis kompetensi. Jakarta: PT Elex Media Komputindo.
Elliott, L.; Corrie, L. 2015. ‘The GAVI approach to Learning and teaching materials in sub-Saharan Africa.’ Background paper prepared for the Education for All Global Monitoring Report 2015, Education for All 2000–2015: Achievements and Challenges.
Abulon, E. L. (2014). Basic education teacher’s concept of effective teaching: inputs to teacher education curriculum in the Philiphines. In INTED2014 proceedings (pp. 850-860). IATED
Boholano H.B. (2017). Smart Social Networking: 21st Century Teaching and Learning Skills. ResPedagog [Internet]. 7(1):21–9. Available from:http://research.rs/wpcontent/uploads/2017/06/2217- 7337_v07_n01_p021.pdf
Gem Report. 2016a. ‘Every child should have a textbook’ . Policy paper 23. UNESCO.
