Educational Technology and Students Performance - Term Paper Example

Project on Educational Technology and Students’ Performance Student’s Name: Course: Tutor’s Name: Date: Abbreviations ICT – Information Communication Technology OECD – Organization for Economic Cooperation and Development UNESCO – United Nations Educational, Scientific and Cultural Organization Table of Contents Project on Educational Technology and Students’ Performance i 1. Introduction This project seeks to measure the value that Information and Communication Technology (ICT) adds to learners. The project is inspired by earlier studies (Hepp et al., 2004; and Reynoldson & Vibert 2004), which indicate that the use of ICT in some educational settings does not necessarily add value. In Reynoldson and Vibert (2004) for example, ICT’s failure to transform business education is investigated, and the researchers find out that the lack of “ICT in education” implementation and the lack of a “coherent base theory and practice…for assessing whether it can make a positive contribution to educational outcomes” all affect value creation in education using ICT (p. 235). Hepp et al. (2004) on the other hand argue that “without a proper staff development plan and without a pedagogical perspective”, ICT fails to create optimal value in education (p. IV). 2. Project rationale The rationale for this project is based on the understanding that value addition in education through ICT does not entirely depend on the presence of technology; rather, teachers and students need to be involved as well, since the latter ought to provide help and guidance and set the ICT usage tools for the students. As indicated by Hepp et al. (2004), “teachers are needed to organize the learning spaces and to guide toward the achievement of significant learning objectives” (p. 3). In a recent research paper, Bakar and Mohamed (2008) investigate whether “trainee teachers have the confidence” needed to use ICT in learning (p. 5). Although the findings indicated that trainee teachers’ confidence in ICT use in learning depends on different personal and external factors, this project must reiterate that even professional teachers who have been in the teaching profession can fail to possess the confidence needed to use ICT in learning especially if they are not competent users of the same. As such, this project reiterates the need for teachers to be competent ICT users before they can qualify to use the same in the learning environment. If the teachers are not competent in ICT use or are not competent in what Lin (2008) calls “ICT literacy skills” (p. 1122), it can be expected that they will pass the poor ICT skills to the students, will be less-likely to encourage the use of ICT for learning; and will most likely act in a manner that de-motivates the students from using ICT for learning. Students on the other hand need to understand the potential that ICT use has in enabling them to exercise their abilities in different subjects. For example, Hepp et al. (2004) note that ICT provides tools through which students can acquire mathematical skills, comprehend scientific concepts, and/or acquire adequate levels of reading comprehension. However, students can only make use of ICT if they understand its importance, and are motivated to use it. 3. Project aim(s) To understand the value that ICT has on the hypothetical school XYZ, this project seeks to rely on Hepp et al.’s (2004) observations that indicate that the value-addition content of ICT in education should be judged on: its ability to equip students with new skills; the ICT’s productivity enhancement capacity; and its use in enhancing quality learning. In other words, the project will seeks to gauge the whether ICT use in XYZ equips students with new skills, whether it enhances productivity, and whether it enhances quality learning in the school. 4. Objectives 4.1 To influence policy makers to make ICT policies that enhance ICT-enabled value creation in schools Strategies: Illustrate that ICT learning materials vary in suitability, user-friendliness, and learning consequences. Illustrate that different ICT learning materials are valued or well-liked differently by students. Illustrate the need for attractiveness, capacity, speed, convenience, and motivation in ICT delivery mediums. Make known the fact that ICT “can serve quite different educational purposes and methodologies, some of which extend well beyond the traditional curriculum” as indicated by OECD (2001, p. 25), and could therefore be used to enhance the students’ collaborative learning, communication skills, knowledge, understanding, and their respect for other members of the community. As stated elsewhere in this project, it is not enough to equip learning institutions with ICT tools. It is for such reasons that education policy makers need to understand that ICT should be used to make the education systems better. As UNESCO (2004) observes, policy makers need to ensure that the use of ICT in the education system does not become a “source of further inequality” (p. 4). This project therefore seeks to ensure that the digital divide among learners from different socio-economic and ethnic background notwithstanding, policies are made to ensure that all students participate equally in ICT-based learning. 4.2 To inform (and reiterate) the importance of teachers’ involvement in ICT-based learning Strategies: Illustrate the need for teachers to adopt collaborative, student-centred and inquiry-oriented teaching practices. Illustrate the need for schools to support teachers in implementing ICT in learning. Examples of such support include offering in-service training, offering pedagogical or technical support, and providing the necessary ICT educational materials. Illustrate that the “ICT-related pedagogical competence of the teacher” as identified by Ilomaki (2008, p. IV) affects his/her attitudes towards using ICT in learning, something that affects his/her students use of the same. Cox and Marshall (2007) observe that “teachers’ beliefs about how students learn; the types of ICT resources teachers choose to use; their knowledge about their own subject and the potential for ICT to enhance their pupils’ learning; and their abilities to integrate ICT into the whole curriculum program” determines the relative value that students obtain from ICT-based learning (p. 65). In other words, teachers’ beliefs, knowledge, and capacity to use ICT in learning are integral to enhancing value creation in education through ICT. As such, this project seeks to highlight the teachers’ role in the ICT-enabled learning environment. 4.3 To reiterate the need to inspire and motivate students to use ICT in schools for purposes of creating value for their educational pursuits. Strategies: Inspire teachers to motivate the students to learn; Inspire the use of school-wide goals, procedures and policies that affirm and/or alter students’ beliefs and motivations. Motivation to learn is defined by Marshall (1987, cited by Lumsden, 1994) as the “meaningfulness, value, and benefits of academic tasks to the learner – regardless of whether or not they are intrinsically interesting” (Para. 6). Following the cited definition, this objective can then relate to objective 2 above since for the most part, teachers offer guidance and instructions to students and would also be expected to motivate learners to adopt ICT for learning. Lunderberg et al. (2011) for example observe that teachers can develop students to be more receptive to ICT use by encouraging them to rethink assumptions or misconceptions about a specific ICT tool. In addition to teachers’ role in motivating students, it is worth noting that ICT by itself has the potential to motivate students to learn, especially when multimedia presentations, simulations and animations are used (Hoi, 2005). Cox (1999) further observes that ICT can influence students to stay longer on a given learning task, since they (students) find ICT-based school work interesting, and by so doing, it can be said that ICT improves learning. The ICT tools however depend largely on the teachers’ and policymakers’ preferences and can therefore capture the students’ interest for short or long periods depending on the creative content therein. Based on such observations, this project seeks to reiterate to teachers and policymakers that the responsibility of motivating students to use ICT for learning directly or indirectly depends on them. This is so because the choice of ICT tools for use in learning is often made at a policy-making level, or by the individual teachers depending on what they perceive as being appropriate for specific students. Overall, this objective is inspired by the realization that learning for most students, is often perceived as some sort of drudgery as has been observed by Lumsden (1994), hence necessitating the need to bring some delight, fun and enjoyment into it. 5. Target groups The primary target group for this project will be the learners and teachers, while the secondary target group will be policy makers in education. Learners and teachers engage with ICT on a first-hand basis, and are therefore the beneficiaries when ICT adds value to the education system or relative losers when value-addition in the education system is not optimal. For the learners therefore, their major need is to have ICT that adds value to their learning. The needs of the teachers on the other hand are linked to the learners’ needs in that they need ICT to add value in the learning processes, not only to make teaching a less-demanding profession, but also to make teaching more effective. The parents and policy makers on the other hand need to understand the impact that specific policies will have on the value-addition process, and therefore theirs is an information need. Through this project, the information needed to make good ICT policies that can add value to the education process can thus be deduced. 6. Project and staff involved The project will first establish the ICT tools (i.e. number of computers in the school measured against the student population, Internet connection, Web pages, and software packages) used in XYZ. The project will then gauge the teachers’ preparedness in using ICT in education by inquiring if they have clear strategies of using ICT as a pedagogical tool and whether they have curricula-related content for use when instructing students using the ICT tools. The project will further gauge the extent to which ICT inclusion in education motivates students to learn. Their class experiences where ICT tools are used will also be investigated as will the relative positions as active vs. passive learners. Finally, the observed effects of ICT will be gauged based on the causative factors (i.e. whether the results are as a result of students-teachers interaction with the ICT tools, or whether policy issues are the main causative factors). 7. Project timeline and implementation Task Details Time (days) Conception and initiation Examine the project to determine its feasibility in School XYZ Establish a steering team Allot each team member specific responsibilities 6 days Start Date(SD): End Date (ED): Defining and planning the project Define the project scope in writing Outline the work to be performed Make priorities for the project Make a budget and schedule tasks Determine the resources needed 12 days SD: ED: Launch/Execute project Distribute tasks among team members Remind team members of their respective responsibilities Start engagement with the teachers and pupils in School XYZ 1 day SD: ED: Performance and control Project managers to compare the objectives of the project with the outcomes in School XYZ Gauge whether resources were utilized properly Project managers may adjust schedules in order to streamline the project for purposes of meeting the identified project objectives 12 Days SD: ED: Project Close Evaluation to highlight the success of the project Offer final comments about the overall performance of the project and identify areas that can benefit from similar projects in the future 6 Days SD: ED: 8. Budget The budget (Appendix 1) for this project is based on the funds provided by VWY Company and hence has been shaped to fit within the AUD 7,000 provided for the same. 9. Project performance indicators The long-term effects of this project will be the enhanced value creation in learning through the use of ICT. For this to happen however, several performance indicators will determine whether or not the project is having the intended effect. They include: More ICT knowledge attainment among the teaching staff; More considerate policy making, especially for purposes of ensuring that all students regardless of their socio-economic, and cultural backgrounds have equal access to and use of ICT for learning; More appreciation among teachers regarding their roles as instructors, guiders and motivators to students in relation to the use of ICT for learning; More enthusiastic learners especially where the use of ICT is part of the learning process; Better overall performance in all subjects where ICT has been integrated into learning. 10. Ethical issues The United Nations Convention on the Rights of the Child (UNCRC, 1989, cited by Alderson & Morrow, 2004) states that children have the right to express themselves on matters affecting them. Some authors like Alderson and Morrow (2004) perceive UNCRC’s Article 12 as indicating that children too can give valid consent to interviewers. Whether the aforementioned is true or not is a matter of debate; however, like most projects that involve engagement with respondents, this project faces several ethical issues. 10.1 Informed consent: For starters, the project will need to ensure that respondents in XYZ are fully aware of the possible effects of their involvement in the project. Specifically, some of the findings in the report may not portray the institution positively, and therefore the respondents must be fully aware of this. Next, those undertaking the project will need to get the consent of the respondents in writing. In other words, the project will need to attain the informed consent from the respondents in order to carry out the below identified activities in XYZ school. 10.2 Confidentiality: In cases where confidentiality of the respondents is required, the project will need to issue signed confidentiality forms, indicating that issues that need to remain confident will not be disclosed to third parties, or used for any other purpose than the project. 10.3 Diluting negative perceptions: It is also possible that some teachers will perceive some of the activities in the project as challenging their ICT competencies. As such, the project managers will need to carry out an introductory session where the teachers will be made to understand the essential nature of the project. By so doing, the negative perceptions will be diluted hence increasing the probability that teachers will be more willing participants in the exercise. 10.4 Informing parents or guardians: Ethical issues relating to the involvement of children in research projects will also arise. To handle such, the project managers will need to remove any personal identifiers and/or assign pseudonyms where necessary; inform the children, their parents or guardians about the project; invite the children’s parents or guardians with consent forms that will enable them allow their children to participate in the project; and make it known (in writing) that the children are not being forced to participate in the project. 10.5 Comfort and minimal disruption: Additionally, the project managers will need to strive to conduct the project in a manner and approach that does not make the children uncomfortable. Moreover, the project managers will need to ensure that the project causes minimal disruption in the learning schedules of the targeted group. 11. Monitoring and evaluation The monitoring and evaluation bit for this project will be extremely important for determining if indeed the above identified aims and objectives are attainable. Specifically, the project will be monitored by the two project managers and the two project assistants to ensure that the targeted group is fully involved in the same. Teachers will need to play a critical role in the entire project and the project managers and assistants will specifically need to monitor and evaluate their ICT use in class; where the project managers and assistants believe a specific teacher is falling short of the skills or attitudes that may promote value creation in learning through the use of ICT, they will propose and encourage the teacher to use a different approach. By so doing, the project will be able to monitor if the proposed changes by the project managers and assistants are any better at adding value to the learning experience when compared to the approaches used by the teachers. Overall, the entire project will be evaluated on its ability to create more motivated teachers and learners in the ICT-enabled learning environment; its ability to enhance better education results in the targeted group; its ability to enhance more considerate policy making in ICT-in-learning-related matters; and its ability to encourage more students to regard learning as an enjoyable undertaking rather than a boring task that they have to go through just because it is required of them to do so. The evaluation will also seek to determine if indeed ICT use in learning is creating an equitable learning environment rather than widening the much publicized digital divide. Notably, some authors like Chadra and Lloyd (2008) observe that although ICT use creates new opportunities for learning by all students, it does not benefit the entire student population equitably. Overall, and as observed by Tondeur, Van Braak and Valke (2007), ICT in learning should be used to fulfil several rationales including an economic rationale, a social rationale, an education rationale, and a catalytic rationale. In regard to the economic rationale, the ICT use in learning should prepare learners for jobs and careers of the future; the social rationale on the other hand would be fulfilled if ICT in learning enables students to become well-informed and responsible citizens. On its part, the educational rationale should enhance the use of ICT in learning as a tool that enhances both teaching and learning; while the catalytic rationale is founded on the expectations that ICT will accelerate innovations in education. This project hopes that all the different rationales as identified by Tondeur et al. (2007) can be realized, and by so doing, the use of ICT in learning can add value not only to the learners, but to entire communities since as expected, the students will form the next generation of workers. Appendix 1 Activity Cost per each (AUD) Estimated Cost (AUD) Hiring 2 project managers and 2 project assistants 300 per month for 2 months for project managers =$1200 250 per month for 2 months for the project assistants= $1000 2,200 Travel expenses Approximately 1500 for the entire team for the entire duration of the project 1,500 Stationery for use during the project Approximately $450 for all office stationery needed 450 Internet expenses and the use of third party software Approximately 1500 for the entire duration of the project 1,500 Total risk percentage At 20 % of the total budget =20%(2200+1500+1500) 1,130 Total Estimated Costs 6,780 Appendix 2: Gantt chart Task 6 days 12 days 1 Day 12 days 6 days Conception and initiation Defining and planning the project Launch and execute the project Performance and Control Project close References Alderson, P., & Morrow, V. (2004). Ethics, social research and consulting with children and young people. Milford: Barnardos. Bakar, A. R., & Mohamed, S. (2008). Teaching using information and communication technology: do trainee teachers have the confidence? International Journal of Education and Development Using Information Technology, 4(1): 5-12. Chadra, V., & Lloyd, M. (2008). The methodological nettle: ICT and student achievement. British Journal of Educational Technology, 39(6):1087-1098. Cox, M.J. (1999). Motivating pupils through the use of ICT. In Leask, M. & Pachler, N. (Eds.) Learning to teach using ICT in the Secondary School (pp 19-35). London: Routledge. Cox, M.J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education Information Technology, 12: 59-70. Hepp, P., Hinostroza, E.S., Laval, E. & Rehbein, L. (2004). Technology in schools: education, ICT and the knowledge society. 1-94. Hoi, S. K. (2005). Motivating Students to learn through the use of ICT: a case study. Retrieved November 6, 2012, from http://hub.hku.hk/bitstream/10722/40201/5/FullText.pdf?accept=1 Ilomaki, L. (2008). The effects of ICT on school: teachers’ and students’ perspectives. Retrieved November 6, 2012, from http://www.doria.fi/bitstream/handle/10024/42311/B314.pdf Lin, J.M. (2008). ICT education: to integrate or not to integrate? British Journal of Educational Technology, 39(6): 1121-1123. Lumsden, L. S. (1994). Student motivation to learn. ERIC Digests, ED370200, retrieved November 06, 2012, from http://www.ericdigests.org/1995-1/learn.htm Lundeberg et al. (2011). Context matters: increasing understanding with interactive clicker studies. Education Tech Research Dev, 59: 645-671. OECD. (2001). The curriculum and the learner, In Learning to change - ICT in Schools, pp. 19-36. Retrieved November 06, 2012, from http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41320431.pdf Reynoldson, C., &Vibert, C. (2005). Creating value in ICT-enabled business education. Frontiers of E-Business Research, Invited Research Presentation. 232-250. Tondeur, J., Von Braak, J., Valcke, M. (2007). Curricula and the use of ICT in education: two worlds apart? British Journal of Educational Technology, 38(6): 962-976. UNESCO. (2004). Needs assessment of ICT in Education Policy Makers in Asia and the Pacific- towards the Development of a Toolkit for Policy Makers. Asia and Pacific Region Bureau for Education. Bangkok, Thailand. Read More