article review

Teaching using information and communication technology: Do trainee teachers have the confidence?

International Journal of Education and Development using ICT > Vol. 4, No. 1 (2008) by Ab. Rahim Bakar & Shamsiah Mohamed, Universiti Putra Malaysia.

The research aims to investigate the level of confidence in teaching using ICT among 675 trainee teachers and also the final year students of Universiti Putra Malaysia (UPM). Each trainee teachers was given a set of questionnaire and it took them about 30 minutes to complete it. About 41% of the respondents were in the process of upgrading their academic qualifications and they held a teaching certificate before their enrolment in Bachelor of Education program. Another 50% were those who have not been in any teacher education program before the enrolment in UPM. 74% were female and 26% were male. 48% of them were below 25 years old. 85% achieved a CGPA between 2.75 and 3.75. There are 14 majors which are biology (16.7%), economics (12.3%), agriculture science (11.9%), mathematics (10.4%), guidance and counseling (8.9%), accountancy (6.7%), Malay language (6.5%), TESL (6.2%), home science (5.3%), physical education (4.6%), information technology (4.4%), chemistry (3.1%), statistics (1.5%) and physics (1.5%). These majors were simplified into 4 areas, namely, science-related area, vocational-and-technical-related area, language-related area and other area. Students in vocational majors were found to be more confident than students in science majors. Male trainee teachers score higher than female trainee teachers. Students who had several years of teaching experience scored higher than those who did not have the experience. Older students were more confident using ICT in teaching than younger students.

This is an eye-catching research as I am preparing myself as a future teacher very soon. Teachers need to have the confidence in implementing the lessons and give the impact to the students’ learning too. I think the research was very well done and appropriately addressed to the current use of ICT in the school setting, especially for those who are doing their practicum and the future teachers. In the teaching and learning of ESL, this research is useful to seek for the resolution of those who are not confident enough to use ICT in the classrooms. Teachers or trainee teachers can possibly refer to the alternatives that they can come out with to deal with this issue such as including more on ICT based lesson plans during their micro teaching sessions, going for ICT training courses (especially for senior teachers in schools) and getting familiar and aware with the latest technology available that can assist language teaching and learning; and its power to attract students’ attention best in the classrooms these days. They have to manipulate this technology to be part of the teaching in order to create a fresh, integrated and lively environment for students to benefit from. This is rather appealing compared to the conventional language learning that involves only the plain text book and exercises. As for the highly confident teachers, they can share the experience and equip themselves with better ICT skills to further enhance their confidence. In a nutshell, it is a great opportunity to integrate ICT in the teaching and learning process and trainee teachers need to be highly confident to offer students a better way of learning and the most importantly to reduce the digital divide in today’s Malaysian schools.

article's link : http://ijedict.dec.uwi.edu/printarticle.php?id=374&layout=html

I have chosen to evaluate an ESL website, http://www.harcourtschool.com/activity/language_arts/ideasforwriters_preview/gr4/prompts/prompts_pictures.html , an activity-based site which is using a number of pictures to inspire students to write a story. Writing is a delicate process for some students; therefore they might need simulations such as pictures or diagrams to get them started. Below is the evaluation of the particular site:

1. What does the application attempt to “teach”?

Apart from teaching the simulated or picture assisted writing process, this useful site is also encouraging the students to make the most of the computer skills such as using the mouse to interact with the elements on the screen, know how to access the Internet, being able to use the Word Processor in writing the full story and not to mention the basic knowledge of knowing how to switch on or off the computer after use. Prompt pictures included train the students to use their imagination to brainstorm ideas and combine it to form a full story of their own.

2. What sorts of things is the application user expected to do with regards to learning the content?

User is supposed to be able to use the content to develop different stories using the different pictures. They were given the pictures of titles, settings, characters, problems and actions to choose from. These pictures are printable and can be used as the front cover of the students’ story. Thus, user is also expected to be able to perform the printing part too, which is upon finishing the story. Hence, not only that the will be expected to write smoothly but they are also expected to be computer savvy.

3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

Expected computer skills of the users are such as being able to use software (Word), the hardware (mouse, keyboard, speakers, etc) and most importantly accessing the Internet to finish the task. In this case, the Word Processor is required to be used in constructing sentences, copying or pasting the pictures, etc.

4. While you are “playing”/”accessing”/”assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

Yes, this type of activity reminded me of in-class writing process with pictures pasted on the board in front. The difference is that in the classroom, a teacher is explaining, giving instructions which is sometimes went on repeated several times and going around to assist everyone through out the writing process. However, virtually, in terms of the instructions and content, it is more simplified and practical to follow.

5. Can you pinpoint some theories of language learning and/or teaching underlying the application?

According to John Piaget’s Developmental Theory, people are active processors of information. Instead of being passive respondents to environmental conditions, human beings are actively involved and interpreting and learning from the events around them. Knowledge can be described in terms of structures that change with development. Piaget proposed the concept of schema. As children develop, new schemes emerge, and are sometimes integrated with each other into cognitive structures. Cognitive development results from the interactions that children have with their physical and social environments. It is the interaction that triggers their young minds to stimulate thoughts. In this case, the pictures on display will be processed through the association of the students’ interpretation of events around them to be simplified as their very own story.

6. How well is the constructivist theory of learning applied to the chosen website(s)?

The term constructivist refers to the idea that learners construct knowledge for themselves in which each learner individually (and socially) constructs meaning as he or she learns. It is used to explain how people know what they know. As people solve problems and discover the consequences of their actions - through reflecting on past and immediate experiences - they construct their own understanding. Learning is thus an active process that requires a change in the learner. This is achieved through the activities the student engages in (selecting the pictures, sentence building and coming out with the full story), including the consequences of those activities, and through reflection.

7. In 1980s and early 1990s, there was a major debate on “whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?

Somehow, the computer can be a replacement of teachers but not entirely. Students still need to be monitored, scaffold and observed, the functions that computers can’t afford to offer. For instance, in this site, students might need the guide from teachers and perhaps some peer-editing too in the writing process. The computer is able to assist in providing drills, tutorials, notes, etc but teachers must be present to help supervise the learning process. In teaching writing, especially, teachers need to be there to make sure that students are guided. Computers could not possibly replace a teacher’s role in class.

8. Would you like to use the application yourself in your future work?

Yes, definitely. I would want to take advantage the most out of something in which it will benefit my students to do better in return. This site is useful enough or can be improved by adding some additional features or writing techniques to be used in the classroom. It is not too demanding and requires basic computer skills to perform the task given. In addition, the pictures used are practical for students to process and interpret in creating their own stories.

Suggestions/Recommendations:

1. Students come in different levels and abilities; therefore it would be useful for the application developer to at least provide the essential notes on the writing techniques (perhaps in a simplified form) just to be sure that students are guided.

2. Pictures provided should be increased in number to help generate students’ ideas more.

3. I would like to recommend the teachers to evaluate the best story by taking into considerations of the layouts and creativity too. This will trigger the students’ eagerness to complete the task and come out with the best story. It can be presented too, just to make it more fun.