Evaluation of Digital Resources That Support Teaching and Learning in ICT - Essay Example

? Write a 3,000-4,000 word report on the following topic: An Evaluation of Recent Digital Resources that have been Developed to Support Teaching and Learning in ICT as a Curriculum Subject in Primary Schools The area should be one that has been agreed with the course tutor and which will allow you critically to review a range of resources, as you may have found them through websites, promotional material and the BETT exhibtion. Make reference to any evaluation research literature, where it might be available and where it might relate to your judgement. There is no expected number of examples. Although in order to show your critical competence it is probably better not to generate too many or aim to be comprehensive (rather than discriminating) in relation to current practice. You may find it useful to write the assignment before making a presentation and then fine tune your work in the light of feedback from that occasion. Abstract Applicable with the use of the old ICTs (Microsoft Word, Excel, PowerPoint and digital videos), the role of the recent digital resources in primary school education is to bridge the teaching and learning gap between the primary school teachers and the student. Aside from making it easier to address the specific teaching and learning needs of each student, significant changes in the features of interactive whiteboard, Blackboard, COSE, and MOODLE are useful in terms of promoting e-security and facilitating better communication and interaction between the primary school teachers and the students and/or among the primary school students. Table of Contents Abstract .............................................................................................................................. 2 Table of Contents ............................................................................................................... 3 I. Introduction ........................................................................................................... 4 II. Applications of Microsoft Word, Excel, PowerPoint, and Digital Videos when Teaching the Primary School Students ................................................................. 4 III. Evaluating the Importance of Recent Developments on Digital Resources that can Support Teaching and Learning in Primary Schools’ ICT Curriculum Subject ........................................................................................ 10 IV. Conclusion and Recommendations ....................................................................... 14 References ......................................................................................................................... 17 Appendix I – Sample of Scientific-based Study on Human Lung Capacity ..................... 22 Appendix II – Sample of a Napoleon’s Theorem Diagram Drawn Using an Excel Worksheet ........................................................................................ 22 Appendix III – PowerPoint Presentation on Multiplication Using a Combined Plain Text and Cartoon Character .............................................................. 23 Figure IV – PowerPoint Presentation on Multiplication Using Plain Text ........................ 23 Appendix V – Using PowerPoint Slides in Conducting a Whole Class Review Activity . 24 Appendix VI – Movie Trailer on How to Use iMovie ........................................................ 25 Appendix VII – Two-way Interaction Using MOODLE .................................................... 25 Appendix VIII – Using MOODLE for Individual or Group Math Homework .................. 26 Introduction Since 1999, ICT has become a significant part of the curriculum of the UK primary schools. To improve the quality of teaching and learning, primary school teachers are required to incorporate the use of ICT tools in their teaching and learning curriculum. Since primary school teachers in UK are required to use ICT in teaching, most of them buy Maths and English packages to allow the students to practice. These packages would also give them diversification in teaching. The schools in UK have a lot of computers per pupil as compared to any other European countries. For this reason, primary school students throughout the United Kingdom have gained considerable confidence in the use of the basic ICT tools like the Microsoft Word, Excel, PowerPoint, and digital videos or digital still photos. The primary school teachers in this area are also using these ICTs when teaching their students how to read and write for the basic English language, science, social studies, and maths. In order to highlight the significance of recent developments in digital resources in support of teaching and learning in primary schools, this report will first discuss the application of the old ICT tools, and then evaluate the importance of recent developments in digital resources that can support teaching and learning in primary schools’ ICT curriculum in UK. Application of Microsoft Word, Excel, PowerPoint, and Digital Videos or Digital Still Photos when Teaching the Primary School Students The Microsoft word software is one of the oldest and most commonly used ICT tools when making either a lesson plan for their teaching or submitting a class assignment to the teachers which provides word processing. In addition to MS-Word, Microsoft excel is another software that is commonly used when creating classroom activities or lesson plans via a spreadsheet (Bulion, 2001). A spreadsheet can be described as “a grid that organizes data into columns and rows” (Think Quest, 2012a). In addition to producing graphs, bars, and charts which can be coloured for class presentation, Microsoft excel can be used in designing classroom activities for maths subjects such as algebra and geometry, science (conversion, conducting a scientific-based study, estimation, graphs, etc.), reading, language and arts (such as grammar and spelling tests on spreadsheets), and social studies (e.g. history on presidential elections, etc.) (Think Quest, 2012b). (See Appendix I – Sample of Scientific-based Study on Human Lung Capacity page 21) In fact, this particular software can be used in teaching the primary students about the basic maths concepts and solving problems related to algebra, geometry, percentages, and how to solve square roots, etc. (Baker, 2005; Stephens, 2003; Bulion, 2001). (See Appendix II – Sample of a Napoleon’s Theorem Diagram Drawn Using an Excel Worksheet on page 21) UK schools use PowerPoint all the time. In general, PowerPoint software is very useful in terms of creating classroom presentations which have colourful figures and images, sound, animated features, and hyperlinks to other important documents (Lanius, 2004). To enhance the teaching and learning experiences of both the primary school teachers and the students, PowerPoint software can provide the primary school teachers with a structured presentation of class curriculum. However, despite the usefulness of PowerPoint when delivering a didactic lecture to primary school students, Jones (2003) highlighted its limitations when it comes to its information transmission mode. Using a mixture of different media (i.e. video clips, audio devices, compact discs (CDs), VCR, etc.), can make a PowerPoint presentation more appealing, more interesting and more stimulating. Therefore, the primary school teachers in UK should combine the use of the cartoon characters and PowerPoint animation features when making a classroom or school assembly presentation. Basically, combining large font texts and images within a PowerPoint page layout can be eye-catching as compared to the use of other software like Microsoft Word or Excel. Therefore, with the use of flying words or other visual and also audio effects (Voss, 2004), PowerPoint slide presentation will help increase the students’ learning interests. Aside from the use of animated photos, primary school teachers can also make use of digital still photos or videos when trying to explain their thoughts and ideas with regards to their class lecture topic (Potter, 2010). Through the use of real-life photos and videos, the primary school students will have the opportunity to explore and visually imagine what their teachers are telling them in class (Potter, '"This brings back a lot of memories" - A case study in the analysis of digital video production by young learners', 2005). Within this context, the use of digital photos and videos can help the students become more creative and imaginative as they try to work collaboratively with other students. (See Appendix III – PowerPoint Presentation on Multiplication Using a Combined Plain Text and Cartoon Character on page 22) Although there are several ways to make a PowerPoint presentation more interesting and fun, most primary school teachers tend to deliver excessive use of plain text and do not use all the facilities provided by the software (Jones, 2003). Due to limited knowledge and skills on how to maximize the use of the available information and communication technology, not all primary school teachers are able to develop and integrate their course curriculum and class instructions with the modern technology (Pope et al., 2008). As a result, the use of PowerPoint by primary teachers becomes less interesting for the students. (See Appendix IV – PowerPoint Presentation on Multiplication Using Plain Text on page 22) As compared to the use of plain text, incorporating some cartoon characters and animation makes the classroom presentation more interesting and conversely, the lack of active interaction among primary school students can make their learning experience dull. For this reason, teachers are being challenged to make use of PowerPoint slides when conducting a whole class review activity (Sheehy et al., 2009). To increase classroom interaction between teachers and students, some primary school teachers are using PowerPoint to initiate games and other interactive classroom activities. In line with this, Internet4Classrooms have provided several links to access free PowerPoint game templates (e.g. Who Wants to be a Millionaire Template, Jeopardy Games for the Classroom, Sunken Millions, etc.) (Internet4Classrooms, 2009). (See Appendix V – Using PowerPoint Slides in Conducting a Whole Class Review Activity on page 23) For instance, by using PowerPoint, primary teachers can conduct a whole class review using a game called “wheel of fortune”. In this, students are grouped in 8’s, and each student is given an index card with a number from 1-8. After spinning the button, the number that appears on the wheel represents the student who will be instructed to do either a maths problem or spell a given word. After they have answered their question, the student whose number was chosen will then choose the next student who will receive the next question. Initiating games is an effective strategy in terms of stimulating the students’ interest in learning. Using hyperlinks correctly, it is possible for the primary school teachers to control and link the game board question from one to another and back to the game board. Basically, these hyperlinks are commonly used in arranging the sequence of the PowerPoint slides. In the case of primary school teachers having difficulty programming their own sets of interactive PowerPoint games, O'Neill (2003) explained that they have the option to purchase a CD-ROM that offers 51 hyperlinked slides with blank textboxes which can be used in developing interactive PowerPoint class discussion or quizzes, which overcomes their lack of time or skills in preparing such a scheme. Robin (2009) recognises that in the UK educational system, the learning experience of the primary school students can be enhanced through the use of digital videos but digital videos is not generally included in the class curriculum of Key Stages 1 and 2 (Primary stage) students. In UK primary schools, the teachers accustomed with the use of basic ICTs especially in their line of work. However, they do not have resources or skills in video presentation or video editing. Since the National Curriculum recognises the benefit of using digital videos in teaching the primary school students (Toyn, 2008), there is a missed opportunity in UK primary education system that only training can provide. Each student is unique in the sense that each person has their own preferred learning style. It means that there will always be some people whose learning should be aided with the use of visual aids whereas others may find the presence of audio materials and/or text to be more effective when learning new things (Van Blerkom, 2012, p. 25). According to Toyn (2008), digital video footages can provide the students with “moving images, still images, sound effect(s), speech, voiceovers, and text”. Digital videos and footages are useful tools when teaching the ICT curriculum throughout the UK primary schools (Toyn, 2008). Given the fact that some students can learn faster using a combined visual and auditory intervention, the primary school teachers should learn how to create their own digital videos and footages. It is in the planning stage of the ICT curriculum for primary school students that the use of digital videos can be incorporated to enhance the learning experiences of the primary school students (Toyn, 2008; Hernandez-Ramos, 2007, p. 36). To ensure that digital videos are in accordance with the prescribed classroom curriculum, the primary school teachers in UK should be responsible in selecting the types of videos that should be used to enhance the child’s learning. For instance, to enable primary school teachers modify a digital video footage, several studies suggest the use of either Digital Blue Movie Creator software, Apple’s I-Movie, and/or Microsoft’s Movie Maker (Acikalin, 2010; Armstrong, GR, Tucker and Massad, 2009; Kayes, Kayes and Kolb, 2005; Toyn, 2008; Dietrich, n.d.). Using these tools, the primary school teachers in UK can easily add or edit voiceovers, insert additional texts, and upload background music, which can be useful in terms of enhancing the students’ learning. In general, digital videos have to be transferred to either a PC or a laptop (on a real-time basis) before the producer can edit the footage. This process can be very time consuming on the part of the primary school teachers. For this reason, Toyn (2008) strongly recommends the use of the Digital Blue Movie Creator (as compared to Apple’s I-Movie and Microsoft’s Movie Maker) since this particular software is easier to use. In line with this, the primary school teachers who are using Digital Blue Movie Creator software can simply purchase a Digital Blue camera and connect it directly to their PC’s or laptops to capture digital video directly onto the computer (Toyn, 2008). Similar to Digital Blue Movie Creator software and Microsoft’s Movie Maker, Apple’s I-Movie software can also be used to enable the primary school teachers to easily import their video, digital pictures and background music into one video footage before dubbing their video to a VCR tape, etc (Acikalin, 2010; Armstrong, GR, Tucker and Massad, 2009; Dietrich, n.d.). (See Appendix VI – Movie Trailer on How to Use iMovie on page 24) Up to the present time, Microsoft Word, Excel, and PowerPoint are considered still as important ICT tools when conducting classroom activities in UK primary schools. It is only recently that the use of digital videos and footages in primary school setting is being recognized (Toyn, 2008). In relation to the continuous developments taking place in the available digital resources, the use of the old ICT tools alone is being seen to be less effective in terms of improving the learning experience of the primary school students (BBC News, 2012). Even though Microsoft Word, Excel, PowerPoint are still widely used in teaching the primary school students, Jones (2003) argued that the use of these ICTs alone will not be effective in providing the primary school students with sufficient interactive learning. Since the use of the old ICTs alone has its own limitations when it comes to providing the primary school students in UK with interactive learning, it is necessary to explore how the developments in digital resources that can further enhance the teaching and learning experiences of both the primary school teachers and the students. Considering the continuous improvements in ICT, evaluating the on-going developments in the recent digital resources will make the primary school teachers gain better understanding on how they can effectively use these technologies in support of the teaching and learning developments of ICT curriculum subjects in UK primary schools. Evaluating the Importance of Recent Developments in Digital Resources that can Support Teaching and Learning in the Primary Schools’ ICT Curriculum Key Stage 1 and 2 students in UK between the ages 5 to 11 years old are given the opportunity to enhance their learning experience using a virtual learning environment (VLE) (Toyn, 2008). Established in 2001, e4education specializes not only in school website designs but also innovate teaching and learning platforms for primary school teachers and students. Apart from promoting the school branding, this company provides prospectus designs based on the schools’ curriculum (e4education, 2012). As one of the pioneers in designing school websites and developing new teaching and learning platforms, e4education also promotes the use of search engine optimization (SEOs) on top of using mobile apps, videos, virtual tours, and the use of attractive photographs. Despite the usefulness of Microsoft Word, Excel, PowerPoint, digital videos and cameras in raising the quality of education in primary schools, the absence of VLEs such as interactive whiteboards or a Blackboard learning system will limit the students’ ability to access useful online educational games. In line with this, several studies revealed that the process of incorporating computer games in the primary school curriculum could significantly increase the students’ retention rate as compared to the use of conventional classroom instruction facilities (Knobloch, 2005; Randel et al., 1992). In general, the availability of online gaming within the primary school’s VLEs could motivate the primary school students to learn difficult subjects like Science. Using this particular teaching and learning technique, Ang and Wang (2006) explained that the primary school teachers can effectively present useful scientific information that is more appealing to the learning interests of its target learners. For example, to maximize the use of PowerPoint in primary schools’ teaching, several authors strongly suggest the need to incorporate PowerPoint game presentations in VLEs like Blackboard and/or interactive whiteboard (Keefe & Willet, 2004; Jones, 2003). The main purpose of encouraging the primary schools in UK to use VLEs is to further improve the school management and the students’ learning (Gill & Shaw, 2004). Utilizing a student-centred design, the Web 2.0 makes it possible for web applications to intersect with one another. This allows the primary school students to have the opportunity to make themselves an independent learner as they try to enhance their learning styles (DfES, 2005c; Becta, 2004a). Using a PC, laptop, a tablet PC, or an iPad, the interoperability function of the Web 2.0 system makes it possible for the end-users to share virtual information easily (Oreilly, 2007). In response to the rapid development of Internet technology, developers had successfully adopted the paradigm of Web 2.0 when developing VLEs such as the interactive whiteboard, Blackboard, COSE, and MOODLE. Eventually, developments in this technology made it possible for primary school teachers and students to interact with one another and share VLE functions like calendars, chat forums, online resources, online assessment tools, and a shared workspace (wiki) (Berry, 2005). For example, MOODLE enables one or more primary school students to openly discuss their issues when solving math problems. By sharing a student’s learning concerns with the other students, interested parties involved can end-up having a group study within the comfort of their own homes. (See Appendix VII – Two-way Interaction Using MOODLE on page 24) The MOODLE can also be used as an online platform each time the primary school teachers would give homework to the students. One thing good about using the MOODLE when giving out math homework is that the students can immediately receive a feedback with regards to their learning progress and effort to answer the math questions. Using this VLE feature, the primary school students will have the opportunity to either learn from their individual homework or a group task. (See Appendix VIII – Using MOODLE for Individual or Group Math Homework on page 24) Taking advantage of modern developments in ICT can increase students’ involvement in class activities, raise success rates in project completion, and enhances teamwork (Armstrong, Tucker and Massad, 2009; Kayes, Kayes and Kolb, 2005). In line with this, Loveless (2007, p. 12) revealed that the secret behind creative learning is the on-going collaboration between the primary school teachers and the students and/or among the students themselves. By providing immediate feedback with regards to the students’ learning progress, they can easily learn from their mistakes. Given that the most recent developments in digital resources promote active interaction and collaboration between the teachers and the students, Facer and Williamson (2004, p. 4) explained that the on-going progress in digital technologies should utilize to encourage the primary school teachers to think more deeply on how they can make use of these technologies in developing a more creative learning environment. Primary school teachers should be clear that recent developments in digital resources should serve as a useful platform that could increase interaction among the students and between the teachers and students. To be able to improve the delivery of the ICT curriculum in primary schools, Lindsay et al. (2001) explained that the integration of ICT into the primary school curriculum requires three (3) ways of learning includig (1) learning through ICT, which means that the primary school teachers and students can improve their knowledge and skills by using ICT to support the process of teaching and learning; (2) learning with ICT, which means that the primary school teachers and students should use ICT resources in support of the class curriculum; and (3) learning about ICT which means that the primarcy school teachers and students should use the ICT to learn things in a more innovative way. With this in mind, Reid, Burn and Parker (2002, p. 9) strongly advice the need to avoid overemphasizing the significance of ICT in the class curriculum since doing so may actually cause the primary school teachers to lessen their focus on the class curriculum requirements. To increase the e-security of VLEs, a lot of changes and developments have taken place with regards to available digital resources. In general, podcasts such as a pure audio MP3 digital file or video podcasts (a.k.a VLogs) are commonly used when making documentation about a personal interview with an expert or to disseminate lectures to the public (Fernandez, Simo and Sallan, 2009). As compared to digital videos, one of the advantages of using podcasts is that this particular digital technology is effective in terms of providing lectures or sending online audio messages to the students without consuming too much time fixing the camera angle or lighting. Similar to digital videos, the primary school teachers can also edit their audio podcast using Audacity, or Microsoft’s Movie Maker (Armstrong, Tucker and Massad, 2009). In respect to copyright laws, it is necessary to restrict the number of people who could access these podcast lectures to students and teachers who are currently enrolled in each specific primary school. Using a course management system or VLE, such as the interactive whiteboard, Blackboard, COSE, and MOODLE, the primary school teachers are given the option to give their students the privilege to upload and restrict the access to podcast for specific school consumption only (Armstrong, Tucker and Massad, 2009). With this option, the primary school teachers can avoid uploading podcast lectures in iTunes or Yahoo where the file can be readily accessed by the public users. Conclusion and Recommendations Karppinen (2005, p. 233) identified the core elements of meaningful and effective learning as being “active, individually constructive, collaborative, contextual, guided, and emotionally involving and motivating”. In preparation for real world challenges, the process of promoting further improvements in the ICT curriculum in UK primary schools can encourage the primary school students to become more creative as they learn the basic knowledge (i.e. math, English, science, etc.). Through early exposure with regards to the use of digital videos, tablet PC, and interactive whiteboard, the primary school students can familiarize themselves not only with the class curriculum but also improve their computer literacy as they complete their primary school requirements. VLE technology is relevant in UK primary school curriculum because it bridges the teaching and learning gap between the primary school teachers and the student. In addition to making it easier to address the specific teaching and learning needs of each student, significant changes in the features of interactive whiteboard, Blackboard, COSE, and MOODLE are useful in terms of facilitating better communication and interaction between the primary school teachers and the students and/or among the primary school students. Interaction or collaboration is pertaining not only to the interactive communication between the ICT users (i.e. primary school teachers interacting with a student, or a couple of students interacting with one another) but also interaction with the ICT (i.e. students browsing the uploaded class curriculum requirements, etc.). Aside from enhancing interaction and collaboration between the primary school teachers and the students, the most recent improvements in digital resources can also make the primary school teachers able to maximize the use of the old ICT tools such as Microsoft Word, Excel, Powerpoint, when designing a more interesting class curriculum for the primary school students (Pope, Hare and Howard, 2005). In general, the primary schools’ VLEs serve as a digital platform whereby the teachers can use in sharing their class PowerPoint presentations, educational games, links to other useful educational websites, assignments, and other class curriculum requirements available to their students online (Pope et al., 2008). When creating a lesson plan for the students, the primary schools’ VLEs makes it possible for the school teachers to easily locate useful interactive websites where they can find useful educational books (i.e. Science, Math, language and arts, social studies, etc.). 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Appendix I – Sample of Scientific-based Study on Human Lung Capacity Source: Think Quest, 2012c Appendix II – Sample of a Napoleon’s Theorem Diagram Drawn Using an Excel Worksheet Source: Baker, 2005 Appendix III – PowerPoint Presentation on Multiplication Using a Combined Plain Text and Cartoon Character Source: Free Club Web, 2012 Figure IV – PowerPoint Presentation on Multiplication Using Plain Text Source: Free Club Web, 2012 Appendix V – Using PowerPoint Slides in Conducting a Whole Class Review Activity Source: JC Schools, 2012 Appendix VI – Movie Trailer on How to Use iMovie Source: Apple, 2012 Appendix VII – Two-way Interaction Using MOODLE Source: Berry, 2005 Appendix VIII – Using MOODLE for Individual or Group Math Homework Source: Berry, 2005 Read More