Multimedia Classroom

Revolutionizing pedagogy and making learning fun

Enhancing student–teacher interaction to co-create better learning materials and a more enjoyable environment in the classroom through the use of technology. Show more


eed for creative solutions to make learning enjoyable 

Rubi knew exactly which seat on the bench farthest back in the classroom to take in order to avoid her 6 th grade science teacher Salam’s attention. At the same time, Salam knew that he could cold-call Rubi any time and expect her to offer nothing in response but silence and maybe an embarrassed smile. It was a pity since Rubi was really interested in science and dreamt of one day becoming an astronaut like her hero, Neil Armstrong. However, she simply could not follow what Salam said while writing countless definitions on the blackboard and yearned for a way to understand the concepts by somehow visualizing how they manifested in real life.

This, unfortunately, was the situation in thousands of classrooms throughout Bangladesh with millions of Rubis all with the potential of becoming the next human on the moon (or even the first person to land on Mars!) withering away due to the insipid and largely one-directional, lecture-oriented way of teaching.

a2i’s Multimedia Classrooms and 3-pronged intervention strategy

It would be unfair to attribute the status quo to the teachers alone. Salam, for example, tries his best to explain concepts using examples and even draws images on the blackboard whenever possible. However, in big classrooms with 50+ children such efforts by a single teacher fail to engage pupils. They are also let down by the predominantly black and white textbooks with few pictures or illustrations.

In response to these critical teaching-learning challenges, a2i adopted a 3-pronged approach by:

  1. Establishing Multimedia Classrooms (MMCs) in secondary and primary schools
  2. Building the capacity of teachers to create teacher-led ICT aided educational content on hard-to-grasp topics
  3. Creating a peer-training platform to develop more teachers able to produce quality digital learning materials

Scaling up the Multimedia Classrooms and crowd sourcing quality digital teaching materials

Since establishing full-fledged computer labs in schools was prohibitively expensive, Multimedia Classrooms consisting of just one laptop with internet connectivity and a multimedia projector were piloted in 7 schools. The MMCs allowed teachers to present complex ideas through audio-visual contents available online which enabled students to take greater interest and grasp ideas that they previously found difficult to understand. Given the overwhelming positive response from students and teachers alike, the concept was fine-tuned and scaled up. There are now over 23,331 multimedia classrooms in secondary schools, an additional 15,000+ at the primary level with more in the pipeline.

Some teachers even learned to develop their own customized digital learning contents. a2i helped them develop their capacity further and created a Teachers’ Portal so that they could train other teachers to do the same. The idea was to crowdsource quality digital educational content while establishing a peer-training platform that made the whole MMC ecosystem independent of curriculum and multimedia experts who could potentially become bottlenecks in an otherwise agile and effective pedagogy.

Facts & Figures


Multimedia Classrooms

8 Million



Thousand Teachers


Schools in Online Dashboard

Cases and Stories


Multimedia Classroom

A buzz can be heard from a classroom, with 60 students organized in 10 groups as Mr. Abdus Salam is constantly in motion and moving around in the classroom…

Multimedia Classroom

A buzz can be heard from a classroom, with 60 students organized in 10 groups as Mr. Abdus Salam is constantly in motion and moving around in the classroom, encouraging students to engage in peer and group discussions to raise questions and, at the same time, discuss among themselves on the given topic as a team. The students are conversing among themselves and noting down their queries to submit later. Mr. Salam then starts to demonstrate the topic with a PowerPoint presentations and video on a large screen. Now students have visual clues and they are arguing among themselves as most of the questions were answered during the lesson facilitated by multimedia componets. Finally, through this group-learning exercise, students are widening their extent of curiosity, which is evident from their commotion composed of arguments, giggles and joys of learning.

Mr. Salam, after concluding the class, reminisced his past experiences about taking class without the help of multimedia contents. This exact classroom used to be a dry and routine classroom which can be considered as one-way teaching technique since students failed to engage themselves and were not responsive as well as attendance of the class was not satisfactory.

Multimedia Classroom initiative by Access to Information (a2I) Programme has enabled this new dimension and reversed the order of the teaching-learning method by making a student-centered learning environment that promotes effective, participatory and creative atmosphere inside the classroom.

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