Part 1: Stakeholders and their interests · What are the key arguments put forward for using new technologies to support school teaching and learning? With children confidently engaging in ICT in their social and recreational lives, it seems that classrooms will inevitably have to reflect these changes in order to ‘keep up’ and engage the students. However reluctant a teacher may be to use ICT in the classroom, it can be an incredibly positive addition to any learning environment. Key arguments put forward for using new technologies in a way that supports teaching and learning include: 1) Interactivity – By allowing the student to take control of their learning, the learner can become the ‘active, constructing architects of their own learning’ (Condie, & Munro 2007). Although this goes against the conventional teacher-student roles, Condie et al (2007) state that the use of ICT’s engaged pupils, resulting in more on-task behaviour, greater persistence and deeper understanding. 2) Diversity in lessons – Puchta (2007) claims that students’ increasing inability to concentrate stems from a sensory overload in today’s world therefore teachers need to be dynamic in the way they deliver the curriculum in order to combat a student’s short attention span. ‘Normal’ or mundane lessons may therefore not engage the students enough to sustain an environment that is conducive to learning. With the availability of the internet, teachers are able to construct lessons that are specific to a class’ learning abilities and needs. 3) Communication tool – ICT’s have an enormous impact not only on the way teachers and students interact but also on the way teachers communicate with parents. Gone are the days where students are responsible for bringing home the school newsletter, or correspondence from teacher to parent or school to parent. The divide between school-parent is decreasing as parents are able to view their child’s learning via a school’s intranet without having to correspond with a teacher at all. · What arguments are put forward in opposition to the use of new technologies to support school teaching and learning? There are however, arguments that oppose the use of new technologies in schools. Some of these include: 1) Hardware and Software disruptions – In a study conducted by Cox, Preston and Cox (1999) the majority of teachers surveyed agreed with the statement that hardware and software problems disrupt lessons. There are bound to be problems with any form of technology (power outage, cable problems etc) and without an effective back up plan, you can be sure something will go wrong. Having said that, any teacher worth their weight, regardless of the task they are doing, will always have a back up plan or extra work for students to complete if they finish ahead of schedule. It’s important to note that as teachers grow in e-confidence ‘ICT becomes embedded in the everyday practices of the school’ (Condie & Munro 2007) which will hopefully alleviate some of the issues that aren’t associated with problems out of the teacher’s control. 2) Using ICT’s is expensive – In the Cox et al study, the majority of teachers agreed with the statement that the use of ICT’s is costly. Initially, the costs associated with ICT’s can be an expensive task. Supplying computers that ratio 1:1 to student and the overhaul of chalkboards and whiteboards to the interactive whiteboards will undoubtedly put a strain on the purse strings. Its hard to argue with the associated except to say that the impact of these technologies (particularly the interactive whiteboards) have the ability to improve the quality of presentations, increase pupil involvement through interaction with the technology and each other, raise pupil motivation and extend communication skills (Condie & Munro 2007). · Who (which stakeholders) put forward these arguments and what do you think is the nature of their interest? The stakeholders in these arguments can be anyone involved in the school system, for multiple reasons. Each party has something to gain, or some potential inconvenience caused by using ICT in order to further a student’s education. Students: Technology is always being placed in the classroom, and it makes it hard for students to not acknowledge its existence and to use it to further there education. A major problem from experience for technology in schools is the cost for students, but more importantly, their parents. Cost for compulsory laptops in schools can reach in the thousands of dollars. However, by purchasing these laptops, students are able to load programs, play educational games, type assignments and so on, so not only are they learning through written tasks, but also through a more visual and kinesthetic learning style. Another point is that technology is able to cater for all learning styles. For students who are unable to read or write, they can visualise images on screens such as images on the internet, watching educational you tube videos and film clips for music. Also for students who dislike images and hands on activity, they always have the written aspect through technology such as typing on computers, reading online jounrals or articles and being involved with online games (such as word games, word searches etc). Teachers: I have seen from personal experience that using technology in classroom teaching does engage the students on a level that can not be achieved by simple wrote learning. Visual aids in teaching such as PowerPoint slides, flip charts, and YouTube clips can engage students who are predominantly visual learners. Using technology like iPods to store incredible amounts of music can open up a wide range of opportunities for auditory references, such as songs with lyrics, different types of composition, and background music in the classroom while the students are working. While all these uses of technology in teaching can be fantastic, as mentioned above in a survey conducted by Cox, Preston and Cox (1999) the majority of teachers surveyed agreed with the statement that they do very often fail. Parents: Cost is a major factor when parents are concerned. Parents want what's best for their child's education, and generally, if this means dishing out large amounts of money, they will generally do it if they can afford it. The parents of the children didn't get the opportunities that children these days get in school, such as the use of laptop/notebook computers, learning through online resources such as youtube channels, wikipedia, blogs etc. The main nature of interest is to give their child what they didn't have the opportunity to have because technology has advanced since they were students. Individual schools: Individual schools are currently using technology as a marketing ploy. School websites are proclaiming the very latest interactive whiteboards in multiple classrooms, large amounts of computers all over the school for student use, some schools are even providing their students with (or at least providing the option for their students to buy) laptops, iPads and other hardware to assist their learning. While this can be a very effective marketing ploy for these schools, the aim is to provide the students with means to advance their learning further. Unfortunately, trusting students to stay on task in class when the internet and gaming devices are right in front of them can be a difficult task. · What other issues do you predict might be associated with the use of new technologies to support teaching and learning at your school level? Final Issues: Using technology in teaching and learning is a fantastic way to engage the students and promote productive, interactive learning. However, the use of technology can also promote laziness in other areas. Traditional elements of English and Mathematics can be superseded because technology can perform the basic skills that would most often have had time dedicated to them during class. For example, auto-correct and spell check on Microsoft Word limits the need for intuitive knowledge about acceptable spelling and grammar. NAPLAN tests in recent years have indicated that “(Last) year (2010), results for Victorian children have fallen or remained static in 12 of 20 measures with year nine students the biggest offenders.” (Herald Sun, 2010). As the NAPLAN test stands for National Assessment Program Literacy and Numeracy, the title of the test indicated that it is an assessment of a student’s skills and knowledge in literacy and numeracy. This decline in results, particularly for secondary school students could very well be explained by the integration of technology in the classroom. Some schools are attempting to counteract this slump in literacy and numeracy skills by not allowing students in VCE to type their essays and practice essays on the computer. The students will not be allowed a word processor in the exam, therefore they must fully understand sentence structure, as well as proper spelling and grammar in order to perform well in the exam. However, other core subjects have gone the opposite way, and designed the entire unit around the use of technology in order to further a students understanding of the topic; Further Mathematics (designed around use of a Graphics calculator), Media (designed around the use of various computer programs and software), and Information Technology (Study and practical use of information technology). Technology is a force we can’t resist. It has always, and will always make its way in to our education system. Whatever issues are presented there will always counter arguments. Same goes for the positives of technology, there will always be negatives which associate. What will make the use of technology an overall positive learning investment is identifying the accompanying issues and figuring out ways to make the best of the situation. References Condie, R & Munro, B 2007, The impact of ICT’s in schools, Quality in Education Centre, University of Strathclyde, retrieved May 3rd 2011, <webarchive.nationalarchives.gov.uk/> Cox, M, Preston, C, Cox K 1999, What Factors Support or Prevent Teachers from Using ICT in their Classrooms?, King’s College London, retrieved May 3rd 2011, <http://www.leeds.ac.uk/educol/documents/00001304.htm> Puchta, H 2007, Students’ Attention Span, Where has it gone?, retrieved May 3rd 2011, < http://www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/Attention_span_ETAS.pdf> No Author listed, 2010, ‘Mixed results in Victorian students’ NAPLAN tests’, Herald Sun Newspaper, 10 September, p. 9
· What are the key arguments put forward for using new technologies to support school teaching and learning?
With children confidently engaging in ICT in their social and recreational lives, it seems that classrooms will inevitably have to reflect these changes in order to ‘keep up’ and engage the students. However reluctant a teacher may be to use ICT in the classroom, it can be an incredibly positive addition to any learning environment. Key arguments put forward for using new technologies in a way that supports teaching and learning include:
1) Interactivity – By allowing the student to take control of their learning, the learner can become the ‘active, constructing architects of their own learning’ (Condie, & Munro 2007). Although this goes against the conventional teacher-student roles, Condie et al (2007) state that the use of ICT’s engaged pupils, resulting in more on-task behaviour, greater persistence and deeper understanding.
2) Diversity in lessons – Puchta (2007) claims that students’ increasing inability to concentrate stems from a sensory overload in today’s world therefore teachers need to be dynamic in the way they deliver the curriculum in order to combat a student’s short attention span. ‘Normal’ or mundane lessons may therefore not engage the students enough to sustain an environment that is conducive to learning. With the availability of the internet, teachers are able to construct lessons that are specific to a class’ learning abilities and needs.
3) Communication tool – ICT’s have an enormous impact not only on the way teachers and students interact but also on the way teachers communicate with parents. Gone are the days where students are responsible for bringing home the school newsletter, or correspondence from teacher to parent or school to parent. The divide between school-parent is decreasing as parents are able to view their child’s learning via a school’s intranet without having to correspond with a teacher at all.
· What arguments are put forward in opposition to the use of new technologies to support school teaching and learning?
There are however, arguments that oppose the use of new technologies in schools. Some of these include:
1) Hardware and Software disruptions – In a study conducted by Cox, Preston and Cox (1999) the majority of teachers surveyed agreed with the statement that hardware and software problems disrupt lessons. There are bound to be problems with any form of technology (power outage, cable problems etc) and without an effective back up plan, you can be sure something will go wrong. Having said that, any teacher worth their weight, regardless of the task they are doing, will always have a back up plan or extra work for students to complete if they finish ahead of schedule. It’s important to note that as teachers grow in e-confidence ‘ICT becomes embedded in the everyday practices of the school’ (Condie & Munro 2007) which will hopefully alleviate some of the issues that aren’t associated with problems out of the teacher’s control.
2) Using ICT’s is expensive – In the Cox et al study, the majority of teachers agreed with the statement that the use of ICT’s is costly. Initially, the costs associated with ICT’s can be an expensive task. Supplying computers that ratio 1:1 to student and the overhaul of chalkboards and whiteboards to the interactive whiteboards will undoubtedly put a strain on the purse strings. Its hard to argue with the associated except to say that the impact of these technologies (particularly the interactive whiteboards) have the ability to improve the quality of presentations, increase pupil involvement through interaction with the technology and each other, raise pupil motivation and extend communication skills (Condie & Munro 2007).
· Who (which stakeholders) put forward these arguments and what do you think is the nature of their interest?
The stakeholders in these arguments can be anyone involved in the school system, for multiple reasons. Each party has something to gain, or some potential inconvenience caused by using ICT in order to further a student’s education.
Students:
Technology is always being placed in the classroom, and it makes it hard for students to not acknowledge its existence and to use it to further there education. A major problem from experience for technology in schools is the cost for students, but more importantly, their parents. Cost for compulsory laptops in schools can reach in the thousands of dollars. However, by purchasing these laptops, students are able to load programs, play educational games, type assignments and so on, so not only are they learning through written tasks, but also through a more visual and kinesthetic learning style. Another point is that technology is able to cater for all learning styles. For students who are unable to read or write, they can visualise images on screens such as images on the internet, watching educational you tube videos and film clips for music. Also for students who dislike images and hands on activity, they always have the written aspect through technology such as typing on computers, reading online jounrals or articles and being involved with online games (such as word games, word searches etc).
Teachers:
I have seen from personal experience that using technology in classroom teaching does engage the students on a level that can not be achieved by simple wrote learning. Visual aids in teaching such as PowerPoint slides, flip charts, and YouTube clips can engage students who are predominantly visual learners. Using technology like iPods to store incredible amounts of music can open up a wide range of opportunities for auditory references, such as songs with lyrics, different types of composition, and background music in the classroom while the students are working. While all these uses of technology in teaching can be fantastic, as mentioned above in a survey conducted by Cox, Preston and Cox (1999) the majority of teachers surveyed agreed with the statement that they do very often fail.
Parents:
Cost is a major factor when parents are concerned. Parents want what's best for their child's education, and generally, if this means dishing out large amounts of money, they will generally do it if they can afford it. The parents of the children didn't get the opportunities that children these days get in school, such as the use of laptop/notebook computers, learning through online resources such as youtube channels, wikipedia, blogs etc. The main nature of interest is to give their child what they didn't have the opportunity to have because technology has advanced since they were students.
Individual schools:
Individual schools are currently using technology as a marketing ploy. School websites are proclaiming the very latest interactive whiteboards in multiple classrooms, large amounts of computers all over the school for student use, some schools are even providing their students with (or at least providing the option for their students to buy) laptops, iPads and other hardware to assist their learning. While this can be a very effective marketing ploy for these schools, the aim is to provide the students with means to advance their learning further. Unfortunately, trusting students to stay on task in class when the internet and gaming devices are right in front of them can be a difficult task.
· What other issues do you predict might be associated with the use of new technologies to support teaching and learning at your school level?
Final Issues:
Using technology in teaching and learning is a fantastic way to engage the students and promote productive, interactive learning. However, the use of technology can also promote laziness in other areas. Traditional elements of English and Mathematics can be superseded because technology can perform the basic skills that would most often have had time dedicated to them during class. For example, auto-correct and spell check on Microsoft Word limits the need for intuitive knowledge about acceptable spelling and grammar. NAPLAN tests in recent years have indicated that “(Last) year (2010), results for Victorian children have fallen or remained static in 12 of 20 measures with year nine students the biggest offenders.” (Herald Sun, 2010). As the NAPLAN test stands for National Assessment Program Literacy and Numeracy, the title of the test indicated that it is an assessment of a student’s skills and knowledge in literacy and numeracy. This decline in results, particularly for secondary school students could very well be explained by the integration of technology in the classroom.
Some schools are attempting to counteract this slump in literacy and numeracy skills by not allowing students in VCE to type their essays and practice essays on the computer. The students will not be allowed a word processor in the exam, therefore they must fully understand sentence structure, as well as proper spelling and grammar in order to perform well in the exam. However, other core subjects have gone the opposite way, and designed the entire unit around the use of technology in order to further a students understanding of the topic; Further Mathematics (designed around use of a Graphics calculator), Media (designed around the use of various computer programs and software), and Information Technology (Study and practical use of information technology).
Technology is a force we can’t resist. It has always, and will always make its way in to our education system. Whatever issues are presented there will always counter arguments. Same goes for the positives of technology, there will always be negatives which associate. What will make the use of technology an overall positive learning investment is identifying the accompanying issues and figuring out ways to make the best of the situation.
References
Condie, R & Munro, B 2007, The impact of ICT’s in schools, Quality in Education Centre, University of Strathclyde, retrieved May 3rd 2011,
< webarchive.nationalarchives.gov.uk/>
Cox, M, Preston, C, Cox K 1999, What Factors Support or Prevent Teachers from Using ICT in their Classrooms?, King’s College London, retrieved May 3rd 2011,
<http://www.leeds.ac.uk/educol/documents/00001304.htm>
Puchta, H 2007, Students’ Attention Span, Where has it gone?, retrieved May 3rd 2011,
< http://www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/Attention_span_ETAS.pdf>
No Author listed, 2010, ‘Mixed results in Victorian students’ NAPLAN tests’, Herald Sun Newspaper, 10 September, p. 9