Technology, Added Value?

Rick and Evans (2014) write an article, “Supporting learning with interactive surfaces and spaces”, that has challenged me to rethink technology and its use in the K-12 classroom in terms of its impact when seen through the lens of the value it brings as opposed to its immediate and long-term cost.

The writers trace the development of several technologies including tangibles such as interactive whiteboards (Evans and Rick, 2014, p. 692); interactive tabletops –touch-based tabletops that accommodate multi-user perspectives and multiple concurrent users, tangible-based tabletops that allow the use of tangible objects and facilitate either collaboration or independent work (p. 693); and interactive spaces that are ecologies of devices and displays (p. 695).  This implies radical changes in classroom environment from physical configurations to the way teachers teach.  All of this comes at great cost; not only the initial and long-term cost of equipment but also costs in terms of time spent re-training teachers, and classroom contact time among other factors.  What if we fail?  What if after the massive expenditure we see no significant impact in terms of student learning?  A New York Times article (Richtel, 2011) titled “In Classroom of Future, Stagnant Scores”, explores this issue through an examination of a school district that has gone totally high tech, and asks critical questions.  Becta, a British charitable company now defunct, conducted several surveys aimed at assessing the impact of technology and value-added classroom practice.  The questions under-pinning their aims are still valid today (Crook, Harrison, Farrington-Flint, Tomas, & Underwood, 2010).

1.    “What are the ways in which innovative and effective schools are using digital technologies to support learning?

2.    Which technologies are being used and how?  

3.    Is there evidence (qualitative and/or quantitative) that these are supporting learning? If so, what?

4.    What is the rationale for use in each context? How does this fit in with current understanding about ICT and teaching and learning?

5.    Are there any identifiable similarities across contexts from which it is possible to generate interpretive hypotheses about how and why digital technologies are beneficial?” (p. 6)

They saw question three as the core of the matter as it relates to the causal relationships between schools, ICT (As used in report), resources and learning (p. 6). 

The Joan Ganz Cooney Center (Pressey, 2013) published a report reviewing national surveys that polled teachers on their attitudes and practices related to technology. These surveys were conducted by The Gates Foundation, The Joan Ganz Cooney Center, Common Sense Media, PBS Learning Media, and Pew Research Center (p. 4).  A cross- survey synthesis showed that while teachers’ desire technology in the classroom, saw personal benefits in terms of professional development, lesson planning and collaboration with other teachers, and saw benefits to students in terms of learning processes and higher level skills, there were no linkages made between technology and students’ academic achievement (p. 16).  Does this imply that education policy makers, education technology providers, course designers, teachers and other education stakeholders should pause and rethink, considering the fact that it is not simply a question of whether or not we use technology, but how and at what cost, and for what value? 

References

Crook, C., Harrison, C. Farrington-Flint, L., Tomás, C., and Underwood, J. (2010). The impact of technology: value-added classroom practice final report. Retrieved from http://dera.ioe.ac.uk/1771/1/upload-dir/downloads/page_documents/research/reports/the_impact_of_technology.pdf  

Evans, M. A. and Rick, J.  (2014).  Supporting  learning  with  interactive surfaces  and  spaces.  In Spector, M., Merrill, D., Elen, J. & Bishop, M. (Eds.). Handbook of Research on Educational Communications and Technology, 4^th Ed. New York, NY: Springer.

Pressey, B. (2013). Comparative analysis of national teacher surveys. New York: The Joan Ganz Cooney Center at Sesame Workshop Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf  

Richtel, M. (2011, September 3). In classroom of future, stagnant scores. The New York Times.  Retrieved from http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all&_r=0

New Technologies in the Workplace

Attitudes to computer use

When I was first introduced to the computer in the early 1990’s I refused to use it.  Accustomed to using the typewriter it was as if I was being asked to jump off a cliff.  No one had volunteered to teach me or give me an easy lead in to it.  Students were given the option to either type or word process their essays.  Of course I continued using the typewriter.  When automating the workplace my experience was foremost in my mind.   It was decided that the best approach would be to teach staff basic computer skills.  Those who were reluctant to participate in the training program proffered several reasons including the following:

1.       My religion does not allow me to use computers.

2.       I am too old to learn to use computers.

3.       I might touch something and damage the computer.

4.       I have never used a computer and I am afraid.

The apprehension and fear of the technology was clear.  What can a trainer do to motivate prospective learners like these?  Keller developed a sequential motivational framework (Driscoll, 2005) that can inform instructional design processes.  These motivational steps can be followed to help learners achieve success: Gain and sustain learner’s attention, make the content relevant to the learner, build the learner’s confidence, and generate their satisfaction.

 Attention
To gain and maintain student’s curiosity.  I would share my personal experience and apprehensions about computer use with them.  To maintain their attention I would vary the practical exercises used in each lesson and vary the methods used throughout the course.

Enhancing relevance
Learners must feel that there is something in the lesson for them.  This must be a personal appeal that will stimulate a desire to learn the material being presented.  I would therefore give reasons why it is important for them to learn to use the computers.  These reasons would not only include its applicability in the workplace but how this knowledge and skill can benefit them personally.  Tie learning to use the computer to their need to serve clients well and show how they can then teach clients the skills they have acquired.    

Building confidence
Explain to students what will be expected of them at the beginning of each lesson.  Driscoll (2005) equates fear of failure with fear of the unknown and suggests that clarifying manageable objectives would help to alleviate fear.  Provide opportunities for practice and match tasks to students’ abilities.  As students advance in the course allow for their control of the learning process.  For example, give them several options for practice and assessment.  Also have them suggest additional learning experiences.   

Generating satisfaction
Ensure learner satisfaction through application of the three categories of strategies proposed by Keller (Driscoll, 2005).  They are natural consequences, positive consequences and equity.  Trainees can practice using the automated loan system, the library’s online database and inputting cataloging data.  The positive consequence component will be met since the basic computer skills course is built in to the organization’s library assistants’ training program.  At the end of the course trainees will receive a certificate and satisfactory completion of the training program will lead to promotion and change in remuneration.  Consistent standards will be set and maintained throughout the course to ensure equity, since learners must feel that they are being treated fairly (Driscoll, 2005)

Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Collaboration, Technology, and Constructivist Learning

Do humans innately work as a group?
Humans have derived from their experience the understanding that if they collaborate they would accomplish more than they would alone.  If there is an innate drive to “interact and work as a group” there is also the counterbalancing drive to survive.  And many decisions are made based on this will to survive.  As Rheingold points out in his examples of various businesses that have achieved success through collaboration, their desire to collaborate was not altruistic, but they learned that there is more to gain from working together than from going it alone.

Technology, collaboration and constructivist principles
Constructivists believe that learners construct knowledge, reflect on content, and share their knowledge with others (Solvie & Klock, 2007, p.8 ) as they actively learn through experience and interact with their environment.  Teachers become facilitators and coaches as students engage with the teacher, the task and other students.  Students become more independent as they are allowed to collaborate and explore in a context in which they are given the power over their own learning.  Technology provides the supportive media rich environment in which this type of learning can take place.  Driscoll (2005) points to the value of hypermedia through its support of graphics, text, audio, video and hyperlinks that encourages exploration and opens the door to a wide array of information that learners use to broaden discussions.  Other media include discussion boards, wikis, and mobile technologies such as cellular phones and ipads.  These allow students to continue the conversation beyond the classroom since they support access at anytime from anywhere.

What the research says
Solvie and Klock (2007) investigated the value of technology in supporting constructivists' theories of how individuals learn.  They used technology during class to communicate, provide information for students, scaffold, and clarify.  Outside of class, learners used technology to further collaborate with each other and with their teacher.  The researchers observed that if technology tools are chosen to match students learning needs and learning styles they have the ability to facilitate learners’ need to work individually and in groups to construct knowledge.  They also found that technology encouraged individuals to explore other learning styles (p. 23).  Qureshi and Stormyhr (2012) developed a model for collaborative learning and team work.  They suggested that collaborative/team work was especially suited to the diverse higher education community (p. 119)

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Qureshi, M. A. and Stormyhr, E.  (2012).  Group dynamics and peer-tutoring a pedagogical tool for learning in higher education.  International Education Studies.  5(2) 118-124.  doi:10.5539/ies.v5n2pll8

Rheingold, H. (2008).  Howard Rheingold on collaboration [video file].  Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Solvie, P., and Kloek, M.  (2007).  Using technology tools to engage students with multiple learning styles in a constructivist learning environment.  Contemporary Issues in Technology and Teacher Education, 7(2), 7-27.  Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=c478604a-247b-4335-bf80-ca400578b06c%40sessionmgr114&vid=1&hid=127

10 Reasons Why Our Students Fail

An opinion paper

The nation is distressed about the results of the CXC exams.  We are especially appalled about the percentage who failed in mathematics and English Language.  We need to take a good look at the sciences and foreign languages.  Where exactly are we heading?  How are we preparing our children for life in the 21^st century and beyond?  Why exactly do our children fail?  I could go online and research reasons for failure and find many, but I want to make my response local.  Sometimes self-assessment is critical if an individual or institution is to improve.  So let us examine ourselves.  The process has to begin somewhere.  This is my attempt.

1. Lack of clear policies from the ministry of education   

    There is a lack of clear plans emanating from the Ministry of Education to assist teachers to maintain skills in a changing environment.  Research in education is an ongoing process.  It is useless then to train teachers, return them to the classroom and have no clear policy to ensure that teachers keep abreast of what is happening in the learning community that can impact their classroom.  Workshop attendance is insufficient.  The Ministry of Education should have clear policies regarding the renewal of teacher certification at specific intervals through participation in specific education courses.  Policies are needed to respond to questions such as: What is expected of teachers? What is expected of students? What is expected of parents? How does each stakeholder in education deal with grievances? Not only should these questions be answered, but the answer should be made public on the ministry’s website and through white papers and brochures.  Antigua is the only place I know where you are given a job and not advised about your rights and responsibilities.

 2. Poor environment

     Time has moved on, but we have not changed with the times.  As a result we find ourselves left further and further behind.  We open new schools repeating the same old problems.  There is not one government school in Antigua that has been designed with the comfort of teachers and pupils in mind.  If I am incorrect and comfort was the original intent, then we have strayed from that intent.  All are utilitarian.  So we herd our children into overcrowded classrooms where there is barely room for the teacher to stand in front of the class and expect them to perform.  Are we crazy or what?  This is especially true in our secondary schools.  We send a steady stream of teachers to the Teacher Training College where they learn about the various theorists and new methodologies.  Then they return to the same old congestion and feel impotent to try anything new.  What have we given the schools to support these new methodologies?  The schools lack equipment and material to teach the subject in new and meaningful ways.

 3. Improper Use of Technology

     For years each secondary school has had a computer lab.  To what end?  The labs are only used to teach information technology.  Technology has neither been integrated into the curriculum nor into actual classroom practice.  Now we have given each teacher a laptop and plan to give fourth and fifth formers ipads.  Can all teachers use the laptops efficiently and effectively?  Do all teachers know how to use technology to facilitate student learning?  If not, what use will be made of the laptops and iPads?  Decisions about education are too serious and have too lasting an effect for them to be made in a frivolous off-hand manner.  Where's the research into teachers' and pupils' technological skills before making the decision to introduce these modalities?  Don't get me wrong.  I am a firm believer in the use of modern technologies in the teaching learning process, but have preparations been made to ensure their effective use? 

 4. Waning interest

     There is declining participation in subject areas such as foreign languages and the sciences.  I have only one question to ask.  Why is it that all children study at least one foreign language and the science subjects in secondary school, yet when they get to fourth and fifth form only a few opt to write these subjects and many fail?  This area requires thoughtful examination into content, methodologies, and student and teacher approaches and attitudes to the subject.

  5. Lack of parental support

     What exactly is the role of the parent in this equation?  Many parents are not there for their children.  Many do not ensure that they are properly fed, that they are appropriately attired for school, that they have the necessary material as requested by teachers to facilitate participatory learning activities, that they do their homework and allocate study time.  You might ask, what does being correctly dressed have to do with failure?  Some schools (and rightly so) have a dress code and will send children home for incorrect uniform.  That means the loss of valuable contact time.  Some parents just do not care.  If the Ministry of Education had strict well known policies concerning these matters some of these issues would not be encountered.  

 6. Culture

     We are a nation at risk for our children are ill-prepared to meet future challenges.  We have nurtured a culture where for the most part little value is placed on education.  Sure, we are happy as a nation where we see our children succeed, but what are we doing to ensure success for all?  Indifference has set in.  Many children go to school for lack of anything else to do.  The intent is not to learn.  Efforts should be made to get us back to the place where we value and nurture education.

 7. Lack of motivation

     Students need to be motivated to learn.  They have to desire to succeed and to overcome in spite of all the negatives.  A program should be started in every school where individuals in society who are successful, mentor students.  It takes a village.

 8. Peer Relationships

     Children should choose friends carefully since that can have a positive or negative impact on their lives.  Time should be devoted to new first formers to attempt to break the cycle.

9. Failure to Communicate

     Students who fail sometimes do so because they do not reach out to others.  Sometimes, they do not understand a crucial concept and they do not ask.  Maybe they are embarrassed and do not want their peers to know for fear they will be ridiculed.  Students need to be encouraged to voice their opinions and seek help when needed.

10.  Failure to Plan 

     Students will not succeed unless they plan to succeed and teachers are a part of this process.  As teachers plan their work this should be shared with students.  They should know what will be covered each term.  The Ministry of Education should make all syllabi available online and have hard copies for purchase.  This will facilitate student planning ahead.  They will be able to start to research topics teachers plan to cover and also to have an input into their own learning.