tallinna pedagoogikaülikool · web viewfor history and civics teachers are student research work...
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Tallinn Pedagogical University
Department of informatics
Designing educational software to use computers in student research work (project writing) and for social
research projects
Maidu Varik
Multimedia and learning systems
magistriõpe II k.
Tallinn 2003
Teaduskond
Matemaatika- loodusteaduskond
Osakond
Informaatika
Töö pealkiri: Designing educational software to use computers in student research work
(project writing) and for social research projects.
Taotletav kraad
Magister
Kuu ja aasta Lehekülgede arv
AbstractTo use information technology to improve learning process, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. Prevalence of computer-supported learning generate a need for special teaching material and software.Educational software can help to solve one of the problems of Estonian school curriculum- lack of integration between different subjects. To help teachers and students in writing research projects in civics integrated with computer-based learning- is the main practical goal of this work.As in social- and humanitarian subjects the communication between human beings is playing important role, and then also computer-based learning in those subjects must offer more possibilities for collaboration.In the social science field, two types of educational software dominate: so-called drill-and-practice and tutorial programs.The main goals for this work are:
To analyze theoretical material about integrating computer-based learning to school curriculum and into the civics program.
To find best recommendations how to build computer-assisted software to help write a research project
To make some example working models of educational software what is usable for teaching students to make a better research project
To make a practical guide for project writing.To achieve those goals the next tasks have been fixed:
a) find software that is usable in student research area;b) evaluate existing educational software in civics area;c) new software models- made by recommendation(based on D.Jonassen) for
constructivist design model- testing;d) to make a model-plan how to integrate computer-assisted software into the framework
for learning in school, how to use and integrate the software with curriculum materials.
Key words: educational technology, student research work, educational software, computer-
based learning and computer-assisted software in civics
Töö autor: allkiri:
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INTRODUCTION
Success of implementation of ICT in school education depends on several factors,
including access to computers and communication tools, professional skills of
teachers, and perception of students. Access to computers and Internet has been
dramatically improved in many countries thanks to the national programs supporting
ICT use in education. ICT has taken very important role in our everyday-life. One of
the keywords for information society is “knowledge media”. E-learning should be a
part of normal teaching practice in each subject.
According to the all-Estonian research “Tiiger Luubis” (2000) in comparing with all
subjects in history and civics lessons computers are used occasionally and not so often
as in other subjects. And from other hand- on of the greatest hardships of Estonian
school curriculum is lack of integration between subjects.
During last years student research works (projects) are coming a part of Estonian
school curriculum. First experiences in scientific work by making research projects
are very useful for students to get more skills for project-work on next levels (in
universities). Research projects can be used as integrative work for lot of different
subjects- and one part of this is using computer and internet to make better projects.
For history and civics teachers are student research work especially good way to make
learning process more attractive.
The situation with education software in Estonia is not good: we have some special
programs for language learning, for science and for some other subjects. It’s difficult
to adopt (language barrier for students) available learning software in English,
Russian or Finnish, or those can be used halfway or selectively. The main problem for
this kind of software is that this is not straightly connected with pedagogical goals of
school curriculum or this can be used only for edutainment.
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For this paper the main problem was: how can civics teachers integrate computer-
based learning and student research work with school curriculum.
The main goals for this work are:
To analyze theoretical material about integrating computer-based learning to
school curriculum and into the civics program.
To find best recommendations how to build computer-assisted software to
help write a research project
To make some example working models of educational software what is
usable for teaching students to make a better research project
To make a practical guide for project writing.
To achieve those goals next tasks have been fixed :
a) to find software that is usable in research area.
The term “computer-based learning” has several meanings: from old fashion “drill
and control”-type training systems with linearly ordered exercises controlled by
teacher to interactive text-books and opened multimedia learning environments where
students and tutors are in different forms of cooperation and communication through
interactive media (so called edutainment).
Since computers have come on the scene of education, an increasing number of
software has been released for different subjects. At present, a lot of educational
resources are available at school and, thereby, it appears to be rather difficult for
educators and curriculum experts to choose a certain item of software which meets
educational needs the best.
b) to evaluate existing educational software from the viewpoint of this work.
Six basic areas to be considered are: programme content, its operation, instructor use,
student use, curriculum content, and publisher information.
D. Jonassen offered (1994) in article „Thinking Technology: Toward a Constructivist
Design Model“ three whales for constructive learning environment model: 1)
authentic and meaningful context with problems from real life; 2) learner-side active
and reflective construction with mental models; 3) active collaboration with co-
students and with teacher who are in role of mentor. Software examples for this work
are based on Jonassen’s recommendations, but also it is expected that some other
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model of learning can be used (not only the constructivist), what haved thoroughly
described by Leidner and Jarvenpaa (1995) ;
c) testing of software models: useful software is built on objectives, created on its
initial model, then evaluated, and after that evaluated and modified.
d) to make a model-plan how to integrate computer-assisted software into the
framework for learning in school, how to use and integrate the software with
curriculum materials.
Potential methods:
a) resource analyzing;
b) questionnaire for civics teachers about their attitudes about computer-based
teaching;
c) testing software made for this work by students and teachers.
This work is divided into two main chapters:
1) “Computer-based learning in civics” where the theoretical material about
instructional system design and special learning software for civics have been
observed, also possibilities how to use computers in lessons;
2) “Example models of software to use computers in student research work and for
social research projects in gymnasium level”- where have described the results of
questionnaire for civics teachers about their attitudes about computer-based teaching
and described the results of testing of software models.
Civics teachers can use software models, made during this work, after all remarks
made during testing have completed. Their importance is that this is first Estonian
language software especially for civics and this will help integrate the learning
process at whole. For next discussions will stay a question is the constructivist
learning environment the best for computer-based learning, how can we make
interaction in learning environments more effective, what kind of supporting system
we need for educational software.
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Computer-based learning in civics1.1. Instructional system design and educational software
Social development brings also changes in educational system. Several forms studies
have assumed that computers are useful and help with teaching. We must not
overestimate the importance of the computers because they are only the means of
assistance in teaching and not for creating radical changes in educational system. E-
schools and e- schoolings are going to immerge by the side of normal schools.
With every new boom in educational media there are hopes for qualitative jump in
learning, but as Richard Clark (1994) has shown in “Media Will Never Influence the
Learning” the results of learning didn’t depend what kind of media was used during
learning. Also T.Russell (1999) has find so called “No Significant Difference
Phenomenon”- that using any kind of new media don’t give any marked effect and
that educators must focus attention on effective learning and not technology.
Computer-based learning needs special software and one valuable asset for this kind
of software is interactivity: learner can read and look learning material on screen,
solve exercises based on this, compare and analyse different ways of problems
solving, test her/his knowledges and skills.
Prevalence of computer-supported learning generate a need for special teaching
material and software. It’s important to have learningware for every subject and on
each school level. Different kind of interactive learning-ware is possible to create
without special programming software. It’s possible to make learning software where
the theoretical material in Word files is connected by hyperlinks with interactive
workbooks (in Excel format for example).
All learning programs we can divide into 4 groups:
1) drill and practise-program
2) problem-solving programs with case or problem
3) real world simulations
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4) tutoring programs with step by step moving
1.2. Computer-based learning and computer-assisted software in
civics
As in social- and humanitarsubjects the communication between human beings is
playing the big role, then also computer-based learning in those subjects must offer
more possibilities for cooperation.
Steinberg (1991) notes that computer use in classroom instruction gets students to
work more efficiently, collaboratively and motivates them to keep learning. Steinberg
writes that six predominant factors of computer-assisted learning are responsible for
increasing motivation.
They are: (1) challenge; (2) curiosity; (3) control; (4) fantasy; (5) interpersonal
motivation; and (6) reward. Most educational computer software implements these
elements onto students.
Steinberg's final element of intrinsic motivation is reward. Every teacher knows that
motivation is an important part of learning and that is why teachers verbally praise
students, give gold stars or stamps and high grades for good work. This component of
motivation is also embedded in educational software in the form of graphics,
animations, colour and sounds in order to recognize correct answers. These tokens for
work well done assert motivational factors which often exert as great an influence on
a student's performance as do cognitive factors. All of Steinberg's factors show that
using computers in classroom education can seriously augment motivation and
learning.
In the social science field, two types of educational software dominate this subject
area. First, there are the so-called drill-and-practice and tutorial programs. These
programs use a system of repetition and examination to convey lessons to students.
Most of these applications consist of challenging academic discovery including
animations and colourful graphics which catch and hold onto a student's attention.
Although this method of instruction has its advantages toward self-learning, it is not
the most popular computer-based instructional tool. Computerized simulations have
recently become a significant proponent of computer-assisted instruction. Simulations
are also beneficial for social studies education since they can be used to
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systematically re-create events and situations as they take--or took--place. Basically,
computer simulations are simplified versions of situations which a student could
encounter in real life. In this simplified world, students solve problems, learn
procedures, come to understand the characteristics of certain phenomena and how to
control them or learn what actions to take in differing conditions.
1.3. Teacher’s role and learning organization in computer-based
lessons
Computers will give more space for individual work, but not all can decide by
computers. Teacher must assign:
1) learner’s instructional needs (which kind of programs they will like)
2) what can be teach with computers (what will motivate them, what software
gives the best results)
3) what kind of program to choose: some of them need drill-and-practise
programs, some need simulations and tutorial programs;
4) continuously evaluate student’s results
There is always need for human-teacher, only the proportion of time will change on
computer-based learning- how much time we need for learning with computers, how
much for discussions with teacher. The good teacher must collaborate with software
designers on designing of learning software and also he must be a connecting segment
between computer and student.
When teacher has decided to use computers in lesson, the teacher must consider
(Cohen 1998):
In what capacity the computers will be used (you can start the lesson with new
material computer- presentation and after that students can practise it with
computers etc.);
The place where the lesson is occurred (in ordinary class or in computer class,
how many computers etc);
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How can students use computers (alone, by pair, by groups etc.)
Teaching material must be prepared for each group
You must have additional materials for those students who are working in fast
tempo;
Teacher must move continuously between groups;
Teacher must see signs that will show that students are not engaged with
learning (moving, speaking etc);
You must have good method to finish the lesson
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Example models of software to use computers in student research work and for social research projects in gymnasium level
According to the all-Estonian research “Tiiger Luubis” (2000) in comparing with all
subjects in history and civics lessons computers are used occasionally and not so often
as in other subjects. Traditional viewpoint of many teachers is that computers are
connected primarily with real subjects (math) or with sciences (lot of possibilities for
visual material). To make teachers comfortable with computer based teaching – the
software must be attractive, teacher must understand what he/she will win from
computer using, and the software must be made specially for this subject. It means
that computer-based learning in humanitarian subjects must offer more possibilities
for cooperation and communication. As we have described earlier technology
supported with constructivism will give the best results (Gance 2002 , Luik 2000, ).
Janicki (2002) has described design principles for effective instructional design:
contiguity, repetition, and feedback and how to operationalize concepts such as
authenticity, collaborative knowledge sharing, sense-making and viewing multiple
perspectives as they relate to the design of e-learning opportunities. Also Murphy
(2003) gives the results of the design process provide insight into ways in which
constructivist principles and concepts can be translated into practical solutions for the
provision of e-learning content. Bocij and Greasley (1999) explained methodical
approaches and construction of computer-based assessments.
Computer competency skills were taught using integration of learned skills in the
regular academic curriculum- this is a way to connect civics, project writing research
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work with computer- supported learning. Based on Trochim’s (2002)
recommendation on research process design, has made an example software program
in civics for 9th form (Figure 1). Exercises in this program are made according to
constructivist principles and the main goal was to connect civics, student research
work and computer-learning (figure 2 and 3). On figure 2 you can see an exercise
where student must use data-analyzing methods and program will help how it’s
possible to show results on chart, also student has possibilities for self-control.
To make program usable for teachers who’s computer skills are not so good, there are
exercises on different level made with different programs: from simple web-pages
and powerpoint presentations to exercises made with special software (Hot Potatoes,
Macromedia Authorware, Visual Basic etc).
Figure 1. Frontpage of civics interactive program (Exercises for 9th form)
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Figure 2. Example of interactive exercise made according to construcitivist principles
Figure 3. Example of interactive exercise made according to construcitivist principles
Discussion
Despite millions of dollars invested in hardware and software, many teachers are still very uncomfortable with the use of instructional technology in their classrooms. Administrators under pressure to improve student performance are frequently reluctant to address teacher concerns, ultimately thwarting efforts to accomplish their goals.
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The institutionalization of instructional technology in schools has not yet occurred. Administrators and trainers seeking to make technology an integral part of teaching and learning first need to provide a clear demonstration of how the use of instructional technology tools can address the personal concerns of teachers.
Teachers must learn to identify situations, where the use of certain instructional multimedia material regularly achieves success. In such cases, it is also important to keep in mind the infra-structure or pedagogical constraints that may impede effective use of such multimedia.
The question - traditional versus resource based learning techniques- is actual all time. It’s important to find way to connect computer-based learning with school curriculum in all subjects. From other hands- computer-based learning can be an instrument to integrate different subjects and extra-curriculum activities (resarch project writing).
Constructivism can’t be the only method for computer-based learning software design, but the best results according to the nowadays-pedagogical directions have achieved with this method.
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References
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