SMEC 657: Technology in the Classroom

Research Project

The importance of creating
Technology-rich Environments
For enhancing
Student Learning Opportunities in
Remote Aboriginal Community Schools

© Berkeley Fitzhardinge 2004

Abstract

This report proposes a trial of student-centred learning using a technology-rich environment.
The report is addressed to the Principals of remote Aboriginal Community schools
in the Kimberley region of West Australia. The primacy of learning method over technology is emphasised,
and the social issues that have a bearing on the issues are discussed.

Student: Berkeley Fitzhardinge
Tutor: Ian Gaynor
Instructor: David Treagust
October 6th, 2004

Small Community Aboriginal Schools in the Kimberley are characterised by near 100% Aboriginal student body, school attendance issues, poor student retention rates into Secondary classes, numbers of students with poor numeracy and literacy skills, a social and home life that appear not to require what the school is offering. Age-related curriculum outcomes have been difficult to achieve. However, in recent years much progress has been made in reading and writing skills. The schools are well-resourced, teachers are in the main sensitive to local issues and pupil-teacher ratios are low.

All the schools have broadband internet access in each classroom. Small staff numbers and isolated sites mean the schools may not have teachers well-versed in information technology or sufficiently confident to integrate this technology strongly into their teaching programme.

This report will propose building on the resources already in one of the schools by employing and supporting a teacher who can model learning that is characterised as a 'a technology-rich environment' - a type of learning in which the classroom is well equipped with electronic equipment that is actively used in the learning process. In the learning program, students are regarded as active learners. The teacher's approach to learning operates within the technological environment, however the focus is learning via technology, not teaching the technology. Learning roles are described by Lamb (2001):

Role of Student: Problem solver, critical thinker, creator, collaborator, communicator.
Role of Teacher: Guide, Facilitator.
Role of Technology: Provide students with tools for thinking, organizing, analysing and communicating.

A commercial provider of education technology services Edutech (2003) describes the new role for students to include: teacher, independent collaborator, investigator, problem solver and producer of knowledge.

Developing a technology rich learning environment requires:

• A teacher who can model this sort of environment.
• Access to just in time training as new IT skills are required.
• Inter-school networking in curriculum and IT matters.
• Timely access to advice and support when equipment or software issues would otherwise interrupt the learning programme.
• A change in teacher fundamental classroom management mode from a controlling role to one facilitating learning.
• A strong focus on student all-round development incorporating technology as an integral part of the learning process.

Developing a technology-rich learning environment is a much more challenging goal than simply increasing the use of technology in the classroom. Teaching methods used and curriculum integration of the technology are vital to its success. Consequently it is more easily 'caught' than taught. Books, notes, manuals, even workshops might not be able to communicate the spark and flame that are required to implement this sort of environment.

No class in the school may in the near future be described as providing a 'Technology rich environment' as outlined in this report. However every move along the continuum

will result in a learning programme ever more attuned to the currently defined Learning Outcomes and more appropriate as a preparation for the students' life in an information rich society.

A school has a moral obligation to provide onsite technology and professional development opportunities to assist staff to develop appropriate teaching methods and lesson programmes. The school and staff in turn owe it to their students to prepare them adequately for a future where technology skills and computer literacy will be as important as literacy and numeracy. Some students may not require these skills in their remote Aboriginal Community. Even so the 'schooling' offered has to prepare students for life in the same way as other Primary Schools do as some students will move to mainstream schools for Secondary Education, or take on post-school studies or move into employment within or beyond their Community. Though composed five or so years ago Clinton's statement has validity today as society continues to change more quickly than methods of learning:

"The problem now is that the economy has changed much faster than the schools. People use to say, 'you know, the schools just aren't what they used to be'. The problem may be that too many of our schools are too much like they 'used to be', but the world the children move out into is not at all like it used to be." B Clinton (cited in Songer, Lee & Kann, 2001, p. 6)

Counter-learning factors operate in small, remote Aboriginal schools. These negative factors reinforce each other: irregular attendance, poor literacy levels, lack of motivation, interrupted learning. These are indicators of the tensions involved where people live in two worlds - one that is their own and the other a world they must deal with.

The following quotation from Seaton (2002) suggests that a technology-rich learning environment may help ameliorate some of the social problems being experienced by Aboriginal students in remote schools.
On the basis of studies in developmental psychology, Erikson argued that if children from ages 3 to 6 are allowed the freedom to select meaningful activities, they tend to develop a positive outlook characterised by the ability to initiate and follow through. If not, they withdraw from taking an active stance and permit others to make decisions for them (Erikson 1965, pp. 246-50). According to Erikson, the central task of middle childhood, ages 6 to 12, is to achieve a sense of industry associated with creating goals that are personally meaningful and achieving them (1965, pp. 250-2). Corey (1996, p. 105) observes that failure to achieve such a sense of industry during these years gives rise to some of the following problems: 'a negative self-concept; feelings of inadequacy relating to learning; feelings of inferiority in establishing social relationships; conflicts over values; a confused sex-role identity; unwillingness to face new challenges; a lack of initiative; dependency'. More explicit consequences of this learned dependence and experience of alienation (Sheehan et al. 2000) are becoming ever more prevalent: high drop-out rates, increasing levels of youth depression and suicide, drug abuse, anti-social behaviour, poverty, welfare dependence and homelessness. Seaton (2002)

Songer, Lee & Kann (2001) describes a national study (USA) by Becker in 2000 which found that students from low income families use computers mainly for repetitive activities while students from high income areas used computers for more intellectually challenging activities. If the same contrast applies to Kimberley Aboriginal Schools it only doubles the disadvantage (the haves and the have-nots) or pedagogical poverty for those students. She also describes how Teel, Debruin and Covington in 1998 found that groups of urban African American middle school students who were taught with increased responsibility, choice and non-competitive grading, showed improvement in attitude and performance.

Haberman (cited in Songer, Lee & Kann 2001, p. 4) writing in 1991 coins the term 'pedagogy of poverty' for the dominant teaching style of the times 'which he called a 'directive, controlling pedagogy' with all activities teacher-initiated and teacher controlled. Kennewell's (2001) concepts of affordances and constraints can help the teacher focus on the usefulness of any teaching activity, whether involving technology or not.

There are many commercial and free learning programs published on CD, DVD and available online. A large number of these focus on learning outcomes that are frequently taught by drills or rote learning. Others are based on what could be called multiple choice rather than open-ended learning. A technology-rich environment cannot be sustained if these programs are relied on. Students will achieve the drill-type outcomes, be baby-sat or entertained while developing computer confidence and literacy. The 'reward' or 'child-minding' use of computers has been common in the past, ('Those who have finished can go on the computer', 'We're not ready to start yet so go over and help Maria on the computer'). Even if the students had one computer each, the classroom is not yet technology-rich.

Implementing a technology-rich environment
Advantages:

• Opportunities for online teacher support, teacher networking and collaboration.
• Facilitates student-oriented and individual learning experiences.
• Gives students access to an enormous range of resources, genre models etc.
• Supports code switching in written language (see below).
• Targeted use of Internet, Email and shared writings can help the students understand the wider world in terms of the printed word.
• Results in improvements in literacy. Literacy is a pre-requisite for upper primary, secondary and further education. All the overarching Learning Outcomes are literacy-based as well as those in The Arts and Science. (Catholic Education Office, 2001, p37) Remote school students who later move to mainstream education will need good literacy skills to manage their learning in a new school.
  

Costs:

• Teacher time: Initially at least, a teacher cannot be expected to develop this sort of environment without additional preparation time or support.
• Financial: the costs of equipment, technical and professional support.
• Management of Equipment and network failures.
• Providing sufficient space for computer group work - notebook computers may be required (McFarlane 1998)

Dangers

• Danger of a total focus on technology at the expense of other outcomes.
• Insufficient planning and poor integration of computer activities into a structured learning programme.
  " Information by itself does not provide for learning any more than a library… does" (Loss, Zadnik & Treagust, 1994, p312).
• A Technological emphasis runs the risk of discounting social and human interaction. The ideal is somewhere between these two:
  Basque Education Department (1999) mentions computers only in a list of resources, emphasising in its methodology the human concepts of natural play, interaction, affective factors and physical experiences etc for beginning students. Whereas Leah Barbuto reports on a project to assist pre-school teachers to develop a technological environment in urban schools. The project she describes was based on the assumption that children "can learn to reason, formulate hypotheses and problem solve at the computer at any developmental stage" (Barbuto et al, 2003).

Problems

• Present student reading and writing skills may be inadequate.
• Timely repair of computer, network and software failures, given the remoteness of the schools.

Code switching: Bi-lingual or tri-lingual Aboriginal students learn to code switch in conversations to suit the audience (Traditional language speakers, Kriol speakers or speakers of Standard Australian English). Written language is mainly restricted to classroom activities and the completion of forms for Government Departments. Using computers and the internet for at least some written language tasks will assist students in learning to apply their code switching skills to written English as well, particularly where they are communicating with an audience beyond the school.

Need for enhancing student learning outcomes in your subject
An important advantage of using IT is that it is best approached using the very same learning patterns of Aboriginal Children living a semi-traditional lifestyle:

• Group learning environment.
• Co-operative, ie non-competitive.
• Self-directed.
• Trial and error learning.

Aboriginal students seem to be happiest learning an environment best described as non-threatening, non-competitive, non-authoritarian, non-judgmental. The computer can be a frustrating instrument but on the other hand it is impersonal so students accept being told they are wrong or have to try again.

Findon (1988) talks about 'apartheid teaching' to describe his tendency to teach top students to achieve a 'deeper' relational understanding' while teaching 'instrumental understanding' to average and slower learners, giving the latter in his own words 'the most forgettable sort of understanding'. Time spent unnecessarily at lower levels of understanding is time that learners could spend developing higher the levels. Findon uses a terminology devised by Richard Skemp in 1976 which Buxton (1978) developed further:

One limitation in the present use of computers in a number of Kimberley classes has an innate as well as historic origin. Computers were initially used particularly in Primary education at the level of instrumental understanding. Computer programmers were sufficiently challenged writing drill programs (Times tables, Spelling, Singulars and Plurals, Sounds etc). Some students used educational CDs to further their understanding; others regarded them as a substitute for video game machines. The latter students consciously regard the computer as an entertainment device, a concept that has been difficult to reverse.

"But imitation and memorization do not lead to cognitive constructions and the result is that the student's desire to learn through growth is suppressed. He or she is turned off…" (Dubinsky, cited in Lehtinen and Repo, 1996, p110)

The schools now have broadband Internet access but are to a large extent continuing to use the Internet as a convenient source for the same drilling purposes that educational CDs offered in the past. Instrumental understandings can help students develop basic literacy and numeracy and are vital at early stages of learning. However, students will also be ready for, and need to be introduced to, more advanced learning experiences. A technology-rich learning environment will include lower level learning where appropriate while working on extending learning experiences to higher levels.

Examples of computer use at lower levels of understanding:

• Spelling (eg Dolch words), Singular and Plurals, Classification (nouns, adjectives…), colours, fill the gap.

Examples of computer use at higher levels of understanding.

• Electronic books.
• Discovering, researching, extending boundaries.
• Genres, reading models, writing in genres (eg book reviews).
• Creativity - poems, illustrating, producing, layouts, images, short movies.
• Collaborative writing, shared projects, weblogs.
• Travel buddies, email pals, linking with classes in other schools.

Specially designed web pages modelled on those used by RIC Netschool (www.ricgroup.com.au) can assist scaffolding student use of the internet for accessing information by providing suitably written and appropriate material as students develop literacy confidence.

An internet-connected PC, loaded with appropriate software is a unique learning resource. It brings together the benefits of the fax, the VCR, reference books, overhead projector, blackboard and filing cabinet in a device that can change the way students learn. It can be a mediator (Goldberg 1996, p62), direct a student's learning patiently and be a window on the world. Aboriginal people are usually drawn to a computer more easily than to a book. The computer has a vital place in the learning process particularly in isolated Aboriginal Communities where library resources are not widely used.

Student Materials Management System:
For many students erratic school attendance is the norm. The classroom teacher can use computers to both develop and manage student learning materials. A number of teachers in remote schools do not use regular textbooks with their students, depending on materials they construct themselves or share with other teachers. Managing these materials on computer and printing them as required could eventually create time efficiencies for teachers as well as facilitate appropriate learning for students. Using a computer management system for teaching materials as well as student work (writings, images etc) would have the bonus of subconsciously reinforcing to students the real cost of irregular attendance.

Recommendation:

That the school provide a technology-rich learning environment for one class by:
1. Employing a teacher suitable for the task.
2. Assembling the equipment the teacher requires.
3. Providing in class support by a competent Aboriginal Teacher Assistant.
4. Planning adequate non-teaching time for:

a. Preparation of curriculum and teaching program.
b. Workshopping and networking with teachers working in similar learning environments.
c. Assisting other staff with their curriculum and technology skills development.

5. Putting in place a system for timely rectification of computer, network and software problems.

This recommendation will involve diverting budget to this proposal maybe over the long term.

Evaluation:
The project can be evaluated by informal observation of:

• Student attendance and motivation.
• Learning outcomes.
• Reports from the teacher involved.
• Flow-on to other staff and classes.

Conclusion:

The challenges regarding education provision of Kimberley remote Aboriginal Community schools can be faced in new ways which are costly in human as well as financial terms. Emphasising student-centred learning using technology in appropriate ways will result in a learning dividend for the students and likely contribute toward a social dividend as well.

The challenge is to develop a teaching/learning style that maximises learning for students, a style that involves the appropriate use of technology as well as a learning environment where learning experiences are socially interactive, personalised and authentic (Songer 1998).

References List

Barbuto, L. M., Swaminathan, S., Trawick-Smith, J., & Wright, J. L. (2003). The role of the teacher in scaffolding children's interactions in a technological environment: How a technology project is transforming preschool teacher practices in urban schools, 34, from http://www.crpit.com/confpapers/CRPITV34Barbuto.pdf

Basque Department of Education (1999). Introduction of English in the second year of nursery education. Retrieved August 3, 2004, from http://www.euskalnet.net/j.m.f.b./english.htm

Buxton, L. (1978). Four Levels of Understanding. Mathematics in Schools, 17(4), 36.

Catholic Education Office (2002). K-12 Literacy strategy for catholic schools in Western Australia. Retrieved September, 2004, from http://web1.ceo.wa.edu.au/pls/portal30/docs/FOLDER/CA_CATH_ED/CEO_REP_CURR/PRIM_CURR_AND_TEACH/K12LITERACYSTRATEGYFORCATHOLICSCHOOLSINWA/LITERACY%20STRATEGY%20LAYOUT.PDF

Edutech. (2003). Curriculum Learning and Assessment. Retrieved August, 2004, from http://www.edutech.nodak.edu/ndpcc/curriculum/

Findon, D. (1998). Comments on "Relational understanding and instrumental understanding" by R Skemp (1976 in Mathematics Teaching issue 77). Retrieved September 21, 2004, from http://s13a.math.aca.mmu.ac.uk/Student_Writings/Journal/Dominic_Findon2.html

Goldberg, F., & Bendall, S. (1996). Computer-video-based tasks for assessing understanding and facilitating learning in geometric optics. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 54-64). New York: Teachers College Press.

Kennewell, S. (2001). Using Affordances and Constraints to evaluate the use of information and communications technology in teaching and learning. Technology, Pedagogy and Education, 10(1).

Lamb, A. (2001). The 8Ws: Information Literacy. Retrieved 26 September, 2004, from http://eduscapes.com/info/topic72model.pdf

Lehtinen, E., & Repo, S. (1996). Activity, social interaction and reflective abstraction: Learning advanced mathematical concepts in a computer environment. In S. Vosdniadou, E. D. Corte, R. Glaser & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 105 - 128). Mahwah, New Jersey: Erlbaum.

Loss, R., Zadnik, M., & Treagust, D. F. (1994). Teaching and Learning the abstract physical science concepts in a computer based multimedia environment. Paper presented at the 2nd International Multimedia Symposium, Perth WA.

McFarlane, A. E., & Friedler, Y. (1988). Where you want IT: The role of portable computers in science education. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 399-418). Dordrecht The Netherlands: Klewer.

Seaton, A. (2002). The power of or the reform of power? Issues at the learning edge. Paper presented at the Australian Council for Educational Administration and Learning Environment Technology Australia. Retrieved October, 2004, from http://andrewseaton.com.au/power.htm

Songer, N. B. (1998). Can technology bring students closer to science. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 333-347). Dordrecht: Klewer.

Songer, N. B., Lee, H. S., & Kann, R. (2001). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? Retrieved 15 September 2004,
from http://www-personal.umich.edu/~songer/papers/Songer_FINAL.pdf