Posted by Gavin Hopwood
Defining our research topic.
Amongst the issues related to the implementation of technology in education lies the concern of whether most investments in technology for schools are wasted (Educational Technology Debate, 2010). Recently, the World Bank and Unesco promoted a “substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities” (Educational Technology Debate, 2010).
According to the ETD (2010), “[t]here is a general consensus that Information and Communication Technologies (ICTs) such as radio, TV, computers, the Internet, and mobile phones can increase educational experiences and improve education”. Many of the research done regarding these issues, heavily rely on the implementation of technology in areas where there was previously no or very little technological infrastructure – the OLPC iniative in Paraguay, Uruguay and Peru; the Jokko Initiative in West Africa and the Bridgeit Program in Tanzania are a few examples of these.
However, a different approach seems to exist for those areas in which access to technology is a given condition. Within these contexts, the idea of “digital natives” who demand more and more access to technology (Prensky, 2005) seems to be almost fixed, and large amount of research focuses on which ICT tools are the most widely used (Becta, 2008) although research has shown that there are discernible “areas where the use of and familiarity with technology-based tools is far from universal” (Kennedy et al, 2006 as stated in (Bennett, Maton, & Kervin, 2008).
With this perspective in mind and considering the reality of well established educational testing systems modeling curriculum and instruction (ACTs, A-levels, O-levels, IB, GCSEs to name a few), we believe it is important to conduct research on to what extent is the incorporation –whether mandatory or optional- of ICT affecting student learning as measured by standard tests. It is worthwhile noting that this research does not attempt to neglect the need to re-evaluate the nature of curricula, but rather to deal with the immediate reality of the careful thought that needs to be considered when engaging learners in using familiar technologies for learning (Becta, 2008).
To further narrow down this research topic, and following the interest of our group, we have decided it would be of interest to evaluate to what extent is the incorporation –whether mandatory or optional- of ICT in Science affecting student learning as measured by standard IB testing.
Reasons underlying this choice, include the already existing “measured” results/test scores from students not involved in ICT usage and the different school policies that run from “mandatory use of technology” to “optional use of technology”.
What studies exist?
On the Impacts, barriers and issues of implementation of Web 2.0 in Secondary Schools, BECTA has generated a “cautiously positive” report. This can be accessed on http://research.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15881
The UNESCO and the World Bank have a series of sources which explore ICT and learning (mostly in developing countries). Although the implications of these studies are not directly transposable with the research question at hand, they provide valuable insights on some of the qualities that learners acquire/develop with new technologies. A series of reports can be accessed at http://edutechdebate.org/
The DEMOS report, (accessed at http://www.demos.co.uk/files/Their%20space%20-%20web.pdf ) shows both evidence of positive results from “free usage” of technology as well as providing some insight of the implications of empowering learners through and with technology.
The NCSL in the UK has provided a report which summarizes already existing scenarios in which a similar approach (to that which he have proposed) is being experienced. The collected synopses can be accessed at http://future.ncsl.org.uk/resources/63_harnessing_technology_and_learning.pdf.
Has compiled an extensive report on “Critical Issue: Using Technology to Improve Student Achievement”. The report includes factors to consider, implications, pitfalls, cases as well as links that can be useful. It can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
What needs to be done?
1. Establishing groups for investigation.
Prerrequisites:
a) Students taking Science courses. Since the IBDP demands that ALL students that are candidates for the Diploma Programme study one science (at least), candidate students will suffice.
b) Students belonging to one of two scenarios:
i) A scenario in which technology usage is mandatory and interfered with. i.e. students have to use certain technology-types within certain constrained conditions and are prevented from doing so within others.
ii) A scenario in which access to technology is extensive and not-mandatory. i.e students have access to technology and they choose whether to use it or not.
2. Rather than assuming that teacher delivery and participation will “remain the same” in these two scenarios, and to avoid the ethical implications of “dividing” students from the same educational institution into two study groups, the best option is to reduce the “teacher interference” by sampling several groups for each scenario in several educational institutions. The need would be therefore to standardize as much as possible the socio-economic background of students.
3. In order to contrast IB Science test results from groups (i) and (ii) above, to those of students without access to technology, two options exist: a) Create a third scenario or b) Consult earlier IB Science test results from schools in which technology is not incorporated. The latter should be a better option as most schools nowadays incorporate technology in some way or another, thus establishing a technology-excluded scenario might be unrealistic.
What will be measured?
At the end of their IB course, students have to take standardized tests. These are the same across regions in the world, and are supposed to assess a series of skills inherent to Science.
By statistically comparing the results from the 3 designated Scenarios (no technology, technology interference, technology without interference), some insight may be provided as to whether there is an implication to when and how technology is used for learning in Science –as measured by these standard tests.
What are the implications?
IBO schools are of a growing number. Many of these schools invest large sums of money and infrastructure in technology development –both at the teacher level as well as the student level. The extent to which this investment is beneficial to the desired outcome (i.e obtaining high exam results) is not clear. Thus this study could provide some insight as to the approaches that may need to be taken by IB schools if and when selecting ICT tools that will be incorporated. The study could also provide insight on how technology usage may help to personalize education and curriculum within already established “learning objectives”.
Becta. (2008). KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - Summary. Becta.
Bennett, S., Maton, K., & Kervin, L. (2008). The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-778.
Educational Technology Debate. (2010, April 23). Educational Technology Debate. Retrieved October 18, 2010, from Educational Technology Debate Info Dev. UNESCO: http://edutechdebate-etd.eventbrite.com/
Prensky, M. (2005, December). Listen to the Natives. Educational Leadership , pp. 8-13.
Defining our research topic.
Amongst the issues related to the implementation of technology in education lies the concern of whether most investments in technology for schools are wasted (Educational Technology Debate, 2010). Recently, the World Bank and Unesco promoted a “substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities” (Educational Technology Debate, 2010).
According to the ETD (2010), “[t]here is a general consensus that Information and Communication Technologies (ICTs) such as radio, TV, computers, the Internet, and mobile phones can increase educational experiences and improve education”. Many of the research done regarding these issues, heavily rely on the implementation of technology in areas where there was previously no or very little technological infrastructure – the OLPC iniative in Paraguay, Uruguay and Peru; the Jokko Initiative in West Africa and the Bridgeit Program in Tanzania are a few examples of these.
However, a different approach seems to exist for those areas in which access to technology is a given condition. Within these contexts, the idea of “digital natives” who demand more and more access to technology (Prensky, 2005) seems to be almost fixed, and large amount of research focuses on which ICT tools are the most widely used (Becta, 2008) although research has shown that there are discernible “areas where the use of and familiarity with technology-based tools is far from universal” (Kennedy et al, 2006 as stated in (Bennett, Maton, & Kervin, 2008).
With this perspective in mind and considering the reality of well established educational testing systems modeling curriculum and instruction (ACTs, A-levels, O-levels, IB, GCSEs to name a few), we believe it is important to conduct research on to what extent is the incorporation –whether mandatory or optional- of ICT affecting student learning as measured by standard tests. It is worthwhile noting that this research does not attempt to neglect the need to re-evaluate the nature of curricula, but rather to deal with the immediate reality of the careful thought that needs to be considered when engaging learners in using familiar technologies for learning (Becta, 2008).
To further narrow down this research topic, and following the interest of our group, we have decided it would be of interest to evaluate to what extent is the incorporation –whether mandatory or optional- of ICT in Science affecting student learning as measured by standard IB testing.
Reasons underlying this choice, include the already existing “measured” results/test scores from students not involved in ICT usage and the different school policies that run from “mandatory use of technology” to “optional use of technology”.
What studies exist?
On the Impacts, barriers and issues of implementation of Web 2.0 in Secondary Schools, BECTA has generated a “cautiously positive” report. This can be accessed on http://research.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15881
The UNESCO and the World Bank have a series of sources which explore ICT and learning (mostly in developing countries). Although the implications of these studies are not directly transposable with the research question at hand, they provide valuable insights on some of the qualities that learners acquire/develop with new technologies. A series of reports can be accessed at http://edutechdebate.org/
The DEMOS report, (accessed at http://www.demos.co.uk/files/Their%20space%20-%20web.pdf ) shows both evidence of positive results from “free usage” of technology as well as providing some insight of the implications of empowering learners through and with technology.
The NCSL in the UK has provided a report which summarizes already existing scenarios in which a similar approach (to that which he have proposed) is being experienced. The collected synopses can be accessed at http://future.ncsl.org.uk/resources/63_harnessing_technology_and_learning.pdf.
Has compiled an extensive report on “Critical Issue: Using Technology to Improve Student Achievement”. The report includes factors to consider, implications, pitfalls, cases as well as links that can be useful. It can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
What needs to be done?
1. Establishing groups for investigation.
Prerrequisites:
a) Students taking Science courses. Since the IBDP demands that ALL students that are candidates for the Diploma Programme study one science (at least), candidate students will suffice.
b) Students belonging to one of two scenarios:
i) A scenario in which technology usage is mandatory and interfered with. i.e. students have to use certain technology-types within certain constrained conditions and are prevented from doing so within others.
ii) A scenario in which access to technology is extensive and not-mandatory. i.e students have access to technology and they choose whether to use it or not.
2. Rather than assuming that teacher delivery and participation will “remain the same” in these two scenarios, and to avoid the ethical implications of “dividing” students from the same educational institution into two study groups, the best option is to reduce the “teacher interference” by sampling several groups for each scenario in several educational institutions. The need would be therefore to standardize as much as possible the socio-economic background of students.
3. In order to contrast IB Science test results from groups (i) and (ii) above, to those of students without access to technology, two options exist: a) Create a third scenario or b) Consult earlier IB Science test results from schools in which technology is not incorporated. The latter should be a better option as most schools nowadays incorporate technology in some way or another, thus establishing a technology-excluded scenario might be unrealistic.
What will be measured?
At the end of their IB course, students have to take standardized tests. These are the same across regions in the world, and are supposed to assess a series of skills inherent to Science.
By statistically comparing the results from the 3 designated Scenarios (no technology, technology interference, technology without interference), some insight may be provided as to whether there is an implication to when and how technology is used for learning in Science –as measured by these standard tests.
What are the implications?
IBO schools are of a growing number. Many of these schools invest large sums of money and infrastructure in technology development –both at the teacher level as well as the student level. The extent to which this investment is beneficial to the desired outcome (i.e obtaining high exam results) is not clear. Thus this study could provide some insight as to the approaches that may need to be taken by IB schools if and when selecting ICT tools that will be incorporated. The study could also provide insight on how technology usage may help to personalize education and curriculum within already established “learning objectives”.
Becta. (2008). KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - Summary. Becta.
Bennett, S., Maton, K., & Kervin, L. (2008). The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-778.
Educational Technology Debate. (2010, April 23). Educational Technology Debate. Retrieved October 18, 2010, from Educational Technology Debate Info Dev. UNESCO: http://edutechdebate-etd.eventbrite.com/
Prensky, M. (2005, December). Listen to the Natives. Educational Leadership , pp. 8-13.
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