Is IT Truly Useful in the Classroom - My writings

INTRODUCTION
Information Technology is defined by NASA John H.Glenn Research Centre as ‘any equipment or interconnected system or subsystem of equipment, which is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information.

Implementation of Information Technology in classrooms serves as a learning aide to the students. While IT reinforces knowledge in the students, it should not be used to replace classroom teaching completely. IT devices include Tablets, PDAs and the computers. How has the implementation affect students’ academic achievement? Is IT practical and implementable across all subjects? The effects of introducing technologies into the classrooms have varied.

Ungerleider and Burns (2002) in their paper ‘Information and Communication Technologies in Elementary and Secondary Education: A state of the Art Review’ hypothesized that students attitudes towards computers and computer related technologies will improve as a consequence of exposure.

In this study we will look into these areas a) positive and negative review of literatures and b) impact of technology in academic performance. These areas of reading will give us a broad balance in getting in weighing whether it is really useful.
An important element of increasing technological advance is the rapid spread of the Internet and other communication technologies.

EFFECTIVENESS OF TECHNOLOGY
Henchey (2001) believed that classrooms should be equipped with technology. His believe predicated on the belief that technology can improve the rate, quality, amount and effectiveness of learning. Trans-formatively, this was also supported by Rust (1991) who argued that IT had overcome the boundaries of classroom-traditional schooling. This was also mentioned by Clark (1997) that children who are exposed to computers have a more positive attitude towards technologies and this trait is very useful throughout their lives. Professor Mark Lepper (1995) suggested several ways that computer based learning could lead to increased student engagement on academic task. Lepper (1995) identified three areas in which a) computer activities can provide intellectual challenge and motivation, b) it also stimulate human curiosity and c) provides a sense of independence and control.
Schofield (1995) mentioned that the incrementalist believed that the effect of technology would make the curriculum more efficient. Bigum & Green (1995) believed that with technologies being introduced in the classroom, it becomes not just as a more efficient way of delivering the lesson, but also it creates a new context for learning. In fact, more students were doing more independent exploration than before. Qualitative research on computer-rich environments has supported the idea that project-based work with computers is highly engaging for students.

As mentioned by Ungerleider and Burns (2002) in their paper ‘Information and Communication Technologies in Elementary and Secondary Education: A state of the Art Review’, Ainsa (1989) found that the addition of computers in the classrooms contributed to higher achievement in areas of motor, cognitive and language and she also concludes that the introduction of computers in the curricula improves students performance. They also mentioned that Laferriere et al (1999) pointed out those children without access to computer at home finds it more motivating to go to school where they can have access to a computer.

In our local context, teachers use IT to aide in their lesson delivery. This is truer in skills-based and technology-based subjects. Students are required to be competent in the technology as this forms part of their assessment and academic performance. In the Institutes of Higher Learning, the use of IT is the standards set for students to learn and apply the concepts. This use of IT develops research skills, thinking skills, interpretation and application which sharpen the requirements for them when they attempt their year-end examinations, which was also mentioned by Clark (1995). Some viewed that the potential of the internet highway opens the door of expression and delivering the students own views rather than just receive inputs from the teacher. This was also one of the criticisms of Paulo Freire (1971) concepts in his book, Pedagogy of the Oppressed (p71). Paulo mentioned about the ‘banking’ concept, which is the one way communication traffic of teaching that inhibits the student’s creative thinking and expression. The addition of technology may be able to alleviate this as students express their thoughts through their daily journals – blogs.

A DIFFERENT PERSPECTIVE
Abrami (2000) stated that although there is much promise to this, there is little evidence to prove the effectiveness of using technology for long-term learning. It is critical that enough research and study is done to have a valid steer towards a conclusion. Mason (1995) rejects the idea that new technologies will transform education. He said that the conservative mass of teachers will take advantage of technology to deliver traditional curriculum in a more efficient way. Technology does not replace curriculum but instead it aides in curriculum delivery. Thereby, this constitutes the fact that not all schools provide a one-to-one computer access to all its students. There were many schools that just had one computer in a classroom for all the students to share. Even then, this computer is sparsely used as many teachers still conduct lessons in the conventional way.

As mentioned by Ungerleider and Burns (2002) in their paper ‘Information and Communication Technologies in Elementary and Secondary Education: A state of the Art Review’ (p.5) that Canadian and American data collected through research indicated that academic performances and achievements does not improve simply as a result of introducing and having access to computers in the classroom. They highlighted that these kind of investigative research are important as the sample size was very large, the geographical location were diverse and the level of instructional settings were detailed in the data collection. They also pointed out that the presence or absence of the computers was not manipulated on purpose. They had conducted their research using that addressed the hypotheses using quasi-experimental methods. They also mentioned that Alspaugh (1999); Baron (1992) examined the impact of computers in working groups of students and concluded that the availability does not appear to be a contributing factor to students achievements.

Lawson and Comber (2000) mentioned that searches on the internet are ‘time-wasting’ as students drew materials from the Internet that was outside of the subject focus. In most cases, the textbooks used in class provided up to date and relevant materials for the students. Casey (1996) explored the use of computers in American schools and argued that computers were used in the context of traditional learning with a differentiated curriculum.

In the United States, a recent analysis from the national Mathematics test was reported by Wenglinsky (1998). He conducted a purposive sampling methodology and analyzed the results of 6227 fourth graders and 7146 eight graders and found that the frequency of access to the computers created an inverse relationship to performance; students with greater computer access performed less well than students with less or no computer access. In (Means and Olson, 1995) case study reported that the case study of 17 intensive computer-using classes reported that the effect on students was an increase in motivation.

In our local context, the primary and secondary school teachers use IT to aide in the lesson delivery. The use of Microsoft Power-point TM, videos and the online academic materials provide a variation of teaching that keep students mind stimulated. This does not necessarily conform to an increased academic performance. The use of IT in these schools is to provide a variation of learning to cater to visual learners and kinesthetic learners. This was fully supported by Casey (1996) where he mentioned that IT will be very effective for differentiated learning.

IMPACT OF TECHNOLOGY IN ACADEMIC ACHIEVEMENTS
Garnder et al. (1993) experimented with 235 students and suggested that mere access to computer technologies without concurrent changes to instruction is not sufficient to affect achievement. He found no significant differences between the students when he grouped them, one with personal laptops for the entire year while another have no laptops with them.

Van Daal et al. (2000) reported dramatic increase in reading and spelling performance of students who were exposed to computer-based reading and spelling program.

In addition, Tremblay, Ross and Berthelot (2001) reported an analysis conducted in Canada in 1997 with 115 000 students. Their study found no relationship between the presence of technology in the classroom and the students’ achievements. Johnson (2000) also conducted an analysis and reported that fourth and eighth graders in United States who used computers in classrooms do not perform better than those who did not.

In the United States, Becker (2000) mentioned that a probability sample questionnaire was done to collect the impact of having computers in classrooms. 44% of the teachers reported that allowing access to the computers in classrooms improves the way the students present information to a group of audiences, 29% reported that it improves the ability of expressing oneself in writing, 27% reported that it improves electronic communication. The other areas of improvement include 26% for analyzing information, 22% for learning to work collaboratively, 21% for learning to work independently and 18% for remediation of skills.

Therefore, for successful integration of computers in schools, it is essential that teachers participate in the decision making process, design, implementation and evaluation of this innovation.

REFLECTIONS
In this media-saturated world, the traditional modes of classroom delivery were unlikely to anymore hold the attention of the young. Therefore teachers have to engage in a pedagogical change through greater awareness of the availability of technology and how they can tap these technologies to provide variation to learning.
The literatures above conduct study and research on primary and secondary students. There are no reports on the study on technical schools and post secondary institutions.

In the various literatures, Lawson, Tony and Comber, Chris (2000) focused on the effects of Information and Communication Technologies that goes beyond the boundaries of the classroom, subject matter, teachers and curriculum. Becker, Henry Jay, Wong, Yan Tien & Ravitz, Jason L. (1999) focused on the conditions that a teacher would use computers to aid in their teaching. Ungerleirder, Charles S. and Burns, Tracey C. (2002) focused on ICT and their educational impact on student socialization and Mumtaz Shazia (2000) focused on the factors that would influence a teacher’s decision to use ICT in the classroom.

Means (1994) suggested that for successful implementation of computers in primary schools, it is important that the teachers participate in the design, implementation and evaluation of these change. The use of information technology and how it would impact the pedagogic output will depend very much on the nature of the subject.
In the skills based schools like the polytechnics and technical institutes in Singapore, the use of Information Technology is widely adopted across all subjects. This is especially true in subjects like computing, computer networking and programming where students require the availability of technology to develop and hone their skills. Frequent use of computers is a necessary condition for important, technology-based teaching. Jonessen (1996) argued that technology-based learning occurs when students use computers to represent what they know and make meanings of them. They also need the availability of technology to apply the theories and concepts that they learnt during their lectures. Students’ assessments and achievements were based on the application of skills on these technologies. Frequent use of computers is a necessary condition for technology-based teaching. These were also evidently proven by the various National InfoComm Competitions (NIC) organized by InfoComm Development Authority (iDA) Singapore. Students were required to pit their skills and knowledge on the application of current and advanced technologies. As seen here, technology does not replace curriculum, it aides in curriculum delivery.

In the primary and secondary schools, deciding if IT should be part of the curriculum, we could use Tyler (1942) three focal points as a guiding principle. Tyler (1942) looked at three points 1) nature of the subject, 2) the individual and 3) the nature of society. In 1) nature of the subject, the teacher could base the requirement on the lesson plan and objectives. The teacher could use IT as a variation to maintain interest and develop motivational levels of the student. 2) The individual – teachers have to understand the way our students learn. Students learn from a myriad of ways. We have the kinesthetic, visual and auditory learners. Will IT be effective for all kinds of learners? We also have to look into 3) the nature of society; teachers have to scan around the nature of students. Are all the students exposed to technology at their homes? Will students who have computers at home perform academically better?

Goodenow (1996, p.198) argued that there will be a dissonant impact when we integrate technologies in our curriculum delivery that would change the way we seek information and they way debate over issues.

SUMMARY
The review of the relevance of technology in classrooms has been investigated by many educators. Still manly literature has emerged with contrasting ideas, research and studies done at their national levels. There were also mixed responses and reactions from subject specialist and teachers on the use of technology. Teachers have shown reactive and proactive responses. The elements that decide include the subject matter and the capability of the students.

Schlechty (1990) mentioned that ‘schools are required to produce independent minded, flexible workers, who are able to collaborate with others in creative ways’. Hence the introduction of technology may aide to produce such potentials. Educators must be able to make use of the availability of technology to transform students.

REFERENCES
Mumtaz, Shazia (2000) ‘Factors affecting teachers’ use if information and communications technology: a review of literature’, Technology, Pedagogy and Education, 9:3,319-342

Ungerleider, Charles S. and Burns, Tracey C. (2002) ‘Information and Communication Technologies in Elementary and Secondary Education: A state of the Art Review’, University of British Columbia

Lawson, Tony & Comber, Chris (2000) ‘Introducing Information and Communication Technologies into Schools: the blurring of boundaries’, School of Education, University of Leicester, UK

Becker, Henry Jay, Yan Tien, Wong & Ravitz, Jason L.,(1999) ”Computer Use and Pedagogy in Co-NECT Schools, A Comparative Study.”, Teaching, Learning and Computing: 1998 National Survey, Special Report, University of California, Irvine

Vrasidas Charalambos & McIsaac Marina S (2001) “Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform”, (pp. 127-132). International Council for Education Media.

Becker, Henry Jay (2000) “Pedagogical Motivations for Student Computer Use That Lead to Student Engagement”, Educational Technology, September – October 2000, University of California, Irvine

Pedagogy of The Oppressed - Paulo Freire

Paulo Freire focused two concepts of in his book. However, these 2 concepts - Banking Concept & Dialogics mushroomed from his background and his internalizational beliefs.

Having grown up in the darkest corners of Brazil, he was very much deprived of many luxuries and thus it became on of the critical factors in constructing his state of mind and in his way of seeing education.

The Banking concepts looks at education in a very conventional traditional way where students were seen as objects of receiving and storing information. Teachers were deemed as purely depositing and dictating information which they deemed the students should know. Students were deprived from the inculcation of questioning, thinking and reflecting. Students were known to be in the oppressed state. Here he defined the teacher as the Oppressor and the students as the Oppressed. Take note that this is something Freire does not advocate.

In countering the Banking concept, he introduced Dialogics. This dialogics are actually dialogue between teacher and student which will encourage the student to listen, filter, reflect, question and discuss. This is what true dialogue is about. In this context, there is no clear distinction between a student and a teacher as both parties listen and learn from one another. In advocating true dialogics, a teacher has to instill love, trust, faith and humility in himself to bring out the true meaning of dialogics. This is the act of self consciouness, internalization and humility coming from the teacher. The aim of these dialogics, in this case of Freire, is to achieve liberation so that the Oppressed have the power and knowledge to speak up, express the views, dictate the way they live in, upgrade the social status and break free from oppression.

Many critics have said that Freire's ideas skewed too much on social class and liberation, which is very idealistic. Also to note that when the oppressed becomes knowledgeable and influenced, they will somehow be in a state of the Oppressor and advocate Oppression. So we see a continuous cycle that is inevitable.

In our local context, dialogics were very much applied through collaborative learning, problem-based, project based, TLLM ...

In short, Freire ended his context that "Education is Freedom"..

Personal reflection :
There are so many insights in Freire that I cant write here due to space constraints. And I am so flooded with reflections that I have to organize my thoughts on paper and make sense of everything that I read

I am still alive

Dear all,

I am still alive ..heheheee...apologies for being away from here for the past 8mths. I have been caught up with school work and it took a toll on me.

Now its more challenge, I am back to hitting the books twice a week in the evenings @ NIE.

But I promise to be more consistent in here...so you should see more post coming up real soon.

Its 2+ in the morning now and my is half-open...Alice in Wonderland is waiting...

Good nite everyone..

PS : To all those who have left comments in my earlier post, Thanks so much ;)