Technology Plan - Report Example

Technology Plan Executive summary This report discusses the use of screencasting with ActivePresenter as a form of e-learning in Saudi Arabia. ActivePresenter is chosen for e-learning design because of it possibilities including incorporating sounds with screenshots, simulation and monitoring student participation among others. The report notes why screencasting should be used in teaching physics, and the reasons include students’ flexibility and convenience. Obstacles to implementing screencasting are cited to include limited access to ICT facilities and training. The strategies to overcome this include establishing the necessary infrastructure for digital technology to be better executed in education as suggested by the Saudi Ministry of Education. This should also include training for both teachers and students. Recommendations also given on how to facilitate the uptake of screencasting as a means of e-learning. Introduction E-learning refers to the ‘use of electronic technology to deliver, support and enhance teaching and learning’ (Chanchary & Islam 2011, p. 2). This may include all types of technology enhanced learning, whereby technology is used to augment the process of learning. In its Eighth Development Plan 2005-2009, the government of Saudi Arabia noted the challenges that the country faces in the digital age. Indeed, the Ministry of Economy and Planning has emphasised a number of demands, of which improving and expanding the existing ICT infrastructure is included (Robertson & Al-Zahrani 2012, p. 1138). This means that the government is keen on embedding the use of technology in the learning process. One of the technologies that are currently used by teachers to deliver information to learners is the use of screencasts. A screencast is basically a technique by which an individual is able to present ‘a digitally recorded playback of a computer screen output which often contains audio narration’ (Sugar 2010, cited by Fancett-Stooks 2011, p. 2). This report presents the implications of using screencasts to the learning process in high school, especially in teaching physics. In particular the report addresses the use of a computer program called ActivePresenter to create screencasts for e-learning. Based on this, the report highlights the challenges to using such learning technology and how such problems can be overcome. My future high school e-learning design Physics, like all sciences, is one of the subjects regarded difficult. Inadequate teacher preparation has been cited as one of the reasons why many students in the United States drop physics as one of their subjects, and this extends to middle and elementary school (McDermott 1990, p. 734). With many students using e-learning technologies at the university level (Mullamphy, Higgins, Belward & Ward 2010, p. C447), it is also possible to introduce this trend at the high school level. In order to retain more students taking physics, there is need to engage them using appropriate media and offer the best possible service to these students (Mullamphy et al 2010, p. C448). This is because ‘increased accessibility of teaching and learning resources available to students at times convenient to them appears to be seen by many as one way of helping to address the changing needs of the student body’ (Mullamphy et al 2010, p. C448). Since physics is a subject in which students are exposed to many formulae and models, there is need to make these areas interesting to learn, not only when the students are with the teacher but also where they are on their on. With e-learning technologies, teachers can simulate models and make formula derivation interesting to the student. Already, it has been proven that students working with simulations perform relatively better in the research than students who use traditional learning methods (Jimoyiannis & Komis, 2001). These findings by Jimoyiannis and Komis (2001) thus strongly support the idea that computer simulations can be used as an alternative instructional tool so as to assist students to confront their cognitive constraints and develop functional comprehension of physics. In this report, an explanation is given of how ActivePresenter can be used to achieve this through screencasting. Application of ActivePresenter ActivePresenter is a computer program used for creating interactive screencasts and rapidly developing and maintaining interactive e-learning content (Atomi Systems, Inc 2012). With this program, one can record a computer screen and create screencasts easily. It is also possible to enrich the screencasts or learning materials with callouts, voiceover, videos, annotations, and graphics. Teachers can also make screencasts or e-learning materials interactive by adding simulations and quizzes to the content they create. They can then publish the content to the web, mobile devices, desktops and other learning management systems. Finally, teachers can also track and report key metrics to assess the performance of learners (Atomi Systems, Inc 2012). With ActivePresenter, a physics teacher can also record a screen and publish it without necessarily having to edit it due to the program’s smart capture technology (Atomi Systems, Inc 2012). For instance, from Google Books or any other line online material, a teacher can capture a page that is relevant for teaching a particular topic. For example, the screenshot below shows some diagram and formulae derivation on the Bernoulli Effect. Such detail does not necessarily require any editing as the teacher can easily incorporate it in his or her screencast to teach about the Bernoulli Effect. As well, the teacher may decide to provide some important notes and voice to accompany the screenshot. Figure 1: Screenshot of illustrations of the Bernoulli Effect. Source: Pople (2001, p. 39) Reasons why screencasting is important for teachers of physics in Saudi Arabia Because screencasts can be availed on desktops, tablets and other devices where students can easily access them, there is no doubt that they can serve as important learning materials for students in Saudi Arabia. This per se is an advantage because the screencasts can be accessed at the students’ own convenience and flexibility (Mullamphy et al 2010, C449-C450). It is also notable that the average high school student spends over 7.5 hours a day using electronic devices to access media content (Nicodemus, Falconer & Medlin 2011, p. 2). The use of screencasts would thus ensure that some of this time is spent on accessing academic content. A study conducted by Oehrli, Piacentine, Peters and Nanamaker (2011, p. 135) revealed that screencasts enhance student learning. This is because by visualising instructional screencasts, most students learn how to successfully complete a research process with several steps (Oehrli et al 2011, p. 135). For instance, a teacher can use a screencast to explain a detailed formula in several steps. As Fancett-Stooks (2011, p. iii) notes, the use of screencasts can enable a teacher to provide a more one-to-one instruction setting with a student and this helps to increase comprehension and understanding of the content being delivered. Other reasons why physics teachers in Saudi Arabia should use screencasting include the fact that the content can be paused, rewound and reviewed many times; it allows students to engage better with familiar technology; it minimises tedious repetition of explanation by teachers; additional screencast content can be designed for high achievers; several examples can be used to reinforce a topic; the technique offers teachers an opportunity to track which students are accessing the content – hence it is possible to monitor participation; and the fact that the materials can reused for several years (Mullamphy et al 2010, C450). Obstacles to use of screencasting with ActivePresenter The success of using screencasts lies in factors such as teachers’ background in formal computer training, access to resources, availability of resources, and ease use among others (Oyaid 2009, p. 40-41). Although Saudi Arabia is fast embracing ICT in its education sector (Robertson & Al-Zahrani 2011, p. 1147), budgetary allocation to e-learning poses a great challenge (Al-Shehri 2010). There is also a challenge with respect to the IT knowledge and skills of learners and teachers, and the infrastructure for technology and communications in Saudi Arabia is not as advanced as it should be to facilitate e-learning in all schools (Al-Shehri 2010). This means that only those schools or parents who can afford the IT devices like computers and internet connection can use screencasting as a learning aid. Additionally, this method may not work effectively if teachers do not have adequate computer knowledge and if students find difficulty in understanding how to use the facilities in case their school has limited IT facilities. Strategies to overcome the obstacles The fact that the Saudi Ministry of Education released the Ten Year Plan 2004-2014, which includes the objectives of establishing the necessary infrastructure for digital technology to be better executed in education (Robertson & Al-Zahrani 2012, p. 1138), is the initial force to overcome the challenge of limited access to ICT facilities. This should also include training teachers to be better equipped it ICT so that they can use their knowledge to facilitate e-learning. In addition, it is now evident that broadband connectivity is becoming ubiquitous, and the use of virtualisation education tools to reach people in remote areas is becoming much more possible (Fredette, Marom, Steinert & Witters 2012, p. 115). With this in mind, it will be possible even for students who do not have access to fixed Internet facilities in schools to access e-learning materials such as screencasts on mobile internet devices at home. Conclusion and Recommendations Screencasting with ActivePresenter is one of the e-learning technologies that can be adopted for teaching physics in Saudi Arabia. The following recommendations are suggested to make the strategy successful. Schools should invest in ICT education for their teachers so that teachers are better equipped to teach using e-learning methods like screencasting Learners should be taught ICT skills right from primary school so that by the time they are in high school they can use ICT gadgets and hence learning methods like screencasting. Students should be encouraged to utilise some of the time they spend on computer and internet media to access e-learning materials to increase the popularity of screencasting. Screencasting does not replace the teacher’s availability to students; teachers should only use screencasts when they are certain that their students are comfortable to use them. Visual plan for the recommended steps in implementation Below is an example of screenshots that can be combined with sound into a screencast for a physics teacher to show students how to derive some linear motion equations. Source: Mansfield, M & O’Sullivan (2012, p. 19-20) References Al-Shehri, A M 2010, ‘E-learning in Saudi Arabia: ‘To E or not to E, that is the question’ Journal of Family & Community Medicine, Vol. 17, No. 3, pp. 147–150. 10.4103/1319-1683.74333, viewed 29 October 2012, viewed 29 October 2012, Atomi Systems, Inc 2012, ‘ActivePresenter’, viewed 29 October 2012, Chanchary, F H & Islam S 2011, ‘Is Saudi Arabia ready for e-learning? – A case study’, Paper presented at the Arab international Conference on Information Technology zarqa, Jordan, 10-13 December 2011, viewed 28 October 2011, Fancett-Stooks, D J 2012, ‘The efficacy of screencasting technology in the classroom’, A Master’s Thesis Presented for the Information Design and Technology Program State University of New York Institute of Technology, Utica, New York (unpublished Fredette, J, Marom, R, Steinert, K & Witters, L 2012, ‘The promise and peril of hyperconnectivity for organizations and societies’, in S Dutta & I B Bilbao-Osorio, The Global Information Technology Report 2012: Living in a Hyperconnected world, World Economic Forum, Geneva. pp. 113-120. Jimoyiannis, A & Komis, V 2001, ‘Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion’ Computers & Education, Vol. 36, Issue 2, February 2001, Pages 183–204 (Abstract), viewed 29 October 2012, Mansfield, M & O'Sullivan, C 2012, Understanding physics, 2nd edn, John Wiley & Sons, New York. McDermott, L C 1990, ‘A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers’, American Journal of Physics, Vol. 58, No. 8, pp. 734-742, viewed 29 October 2012, Mullamphy, D F, Higgins,P J, Belward, S R & Ward, L M 2010 ‘To screencast or not to screencast’, ANZIAM Journal 51 (EMAC2009), pp. C4470-C460). Nicodemus, G, Falconer, J L & Medlin, W 2011, ‘Incorporating screencasts into chemical engineering courses: Online videos as course supplements and student feedback’, American Society for Engineering Education. Oyaid, A A 2009, ‘Education policy in Saudi Arabia and its relation to secondary school teachers’ ICT use, perceptions, and views of the future of ICT in education’, Thesis for the degree of Doctor of Philosophy in Education presented to the University of Dexter, April, 2009 (unpublished). Pople, S 2001, Advanced physics through diagrams 2nd edn, Oxford University Press, Oxford. Robertson, M & Al-Zahrani, A 2012, ‘Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice’, Australasian Journal of Educational Technology, Vol. 28, No. 7, pp. 1136-1151, viewed 28 October 2011, Read More

This is because ‘increased accessibility of teaching and learning resources available to students at times convenient to them appears to be seen by many as one way of helping to address the changing needs of the student body’ (Mullamphy et al 2010, p. C448). Since physics is a subject in which students are exposed to many formulae and models, there is need to make these areas interesting to learn, not only when the students are with the teacher but also where they are on their on. With e-learning technologies, teachers can simulate models and make formula derivation interesting to the student.

Already, it has been proven that students working with simulations perform relatively better in the research than students who use traditional learning methods (Jimoyiannis & Komis, 2001). These findings by Jimoyiannis and Komis (2001) thus strongly support the idea that computer simulations can be used as an alternative instructional tool so as to assist students to confront their cognitive constraints and develop functional comprehension of physics. In this report, an explanation is given of how ActivePresenter can be used to achieve this through screencasting.

Application of ActivePresenter ActivePresenter is a computer program used for creating interactive screencasts and rapidly developing and maintaining interactive e-learning content (Atomi Systems, Inc 2012). With this program, one can record a computer screen and create screencasts easily. It is also possible to enrich the screencasts or learning materials with callouts, voiceover, videos, annotations, and graphics. Teachers can also make screencasts or e-learning materials interactive by adding simulations and quizzes to the content they create.

They can then publish the content to the web, mobile devices, desktops and other learning management systems. Finally, teachers can also track and report key metrics to assess the performance of learners (Atomi Systems, Inc 2012). With ActivePresenter, a physics teacher can also record a screen and publish it without necessarily having to edit it due to the program’s smart capture technology (Atomi Systems, Inc 2012). For instance, from Google Books or any other line online material, a teacher can capture a page that is relevant for teaching a particular topic.

For example, the screenshot below shows some diagram and formulae derivation on the Bernoulli Effect. Such detail does not necessarily require any editing as the teacher can easily incorporate it in his or her screencast to teach about the Bernoulli Effect. As well, the teacher may decide to provide some important notes and voice to accompany the screenshot. Figure 1: Screenshot of illustrations of the Bernoulli Effect. Source: Pople (2001, p. 39) Reasons why screencasting is important for teachers of physics in Saudi Arabia Because screencasts can be availed on desktops, tablets and other devices where students can easily access them, there is no doubt that they can serve as important learning materials for students in Saudi Arabia.

This per se is an advantage because the screencasts can be accessed at the students’ own convenience and flexibility (Mullamphy et al 2010, C449-C450). It is also notable that the average high school student spends over 7.5 hours a day using electronic devices to access media content (Nicodemus, Falconer & Medlin 2011, p. 2). The use of screencasts would thus ensure that some of this time is spent on accessing academic content. A study conducted by Oehrli, Piacentine, Peters and Nanamaker (2011, p. 135) revealed that screencasts enhance student learning.

This is because by visualising instructional screencasts, most students learn how to successfully complete a research process with several steps (Oehrli et al 2011, p. 135). For instance, a teacher can use a screencast to explain a detailed formula in several steps. As Fancett-Stooks (2011, p. iii) notes, the use of screencasts can enable a teacher to provide a more one-to-one instruction setting with a student and this helps to increase comprehension and understanding of the content being delivered.

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