Broad Aim:Broad Aim:Broad Aim:Broad Aim:

To improve the quality of teaching and learning methods when children are learning andpracticing new computer programmes/ skills.

Research Question:Research Question:Research Question:Research Question:

What method(s) of delivery best assist children in learning new ICT skills?

Baseline DataBaseline DataBaseline DataBaseline Data

We surveyed the children about their perceived learning preferences in ICT; what programmes theywere familiar with and ones they would like to know more about. We also measured their level of abilityto work reasonably independently

(reasonably independent means they would only need to refer to teacher for supporton minor issues in completing achievement on a task.)

with computers, digital cameras and digital movie cameras.This level of ability was recorded as anecdotal notes as we observed children moving through set tasks.

Results from Survey Questions

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‘To learn as a class’ - the teacher would model the desired outcome via the activboard withstudents interacting with questions and answers. Students would then have time to developtheir skills in performing the task independently.

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‘With a buddy’ - required students to learn firstly though modelling on the activboard and thento work with a buddy to support each other through the new task. Both students wereexpected to complete the task.

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‘In a group’ - meant that children worked 3-4 around a computer whilst teacher was givingdirect instructions.

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‘Teacher, Observer, Worker’ - children were assigned one of these titles. Each title had a jobdescription which children had to adhere to. The computer tasks were completed throughoutthe day with children moving through each role and swapping once the task was completed.(Refer to attached template.) Children had limited experience with this method prior tostarting.

Question 1 Question 1 Question 1 Question 1When learning a new skill on the computer When learning a new skill on the computer When learning a new skill on the computer When learning a new skill on the computer what do you prefer?what do you prefer?what do you prefer?what do you prefer?

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To learn as a classWith a buddyIn a groupTeacher, Observer, Worker

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‘Once a week’ - two hour session once a week.

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‘Over a whole day’ - an ITC project to start and complete in a day. Held two-three times aterm.

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‘Computer tag’ - method of Teacher, Worker, Observer. Where class has set task and childrencontinually work through the tasks set throughout the day/ week as their turn arises.

Results from Anecdotal Observations

We discovered that there was a large discrepancy between the children's interpretation of‘reasonable independence’ and our own. To achieve ‘reasonable independence’ it was ourexpectation that children would be able to open, save, and make progress towards completionof a task requiring minimal support from their classroom teacher e.g. two-three questionsper task. Most children could locate and open a programme but most would use their two-three questions just in the saving process. Based on this task we quickly realised there weresome essential basic skills we needed to develop to enable children work independently. Wewill incorporate these ICT skills into our Teacher, Observer, Worker tasks.

Question 3 Question 3 Question 3 Question 3When would you like to learn computer skills?When would you like to learn computer skills?When would you like to learn computer skills?When would you like to learn computer skills?

02468101214161820

Once a weekOver a whole dayComputer Tag

Question 2 Question 2 Question 2 Question 2When learning a skill for the first time do you learn best by...When learning a skill for the first time do you learn best by...When learning a skill for the first time do you learn best by...When learning a skill for the first time do you learn best by...

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watching a demonstration?reading/ listening to instructions?finding out throughexperimentation?

Academic Background InformationAcademic Background InformationAcademic Background InformationAcademic Background Information

“Tell me, I forget, show, me I remember, involve me, I understand.”

This Chinese proverb appealed to us as a starting point for our research. In aiming to provideICT opportunities that are interactive and are the preferential learning styles of the children.The proverb also supports our decision to base our survey questions around the concepts of;to, with and by.When planning to teach skills in ICT you need to start by ensuring your class has regular accessto computers. In the acquisition of any new skill, regular practice is essential. Having onecomputer per student or having computers arranged specifically in a room is not paramount,according to

Key Skills - Information and Communication Technology

. It also suggested thatdiscussion and sharing are two of the best ways in which children learn. In getting started youneed to gauge what your students existing ICT skills are. We also found it useful to surveythe students and gain information about what programmes/ skills they were interested inlearning over the year. In our experience students had been exposed to a wide range of ICT skills thus far and were very enthusiastic about the opportunity to learn about specific ones.When gauging your students ICT capabilities conducting a self-assessment is not sufficient.What students think they can do often differs greatly from what they can actually do. Self-assessment accompanied by some form of anecdotal observation would help to ensure you havean accurate picture of our students capabilities.In the article entitled

Kids do more, when it dome to ICT

it stresses the importance ofrecognising that children are fast becoming the experts when it come to ICT skills. In ourresearch it will be important that the teacher/ learner role is shared between teacher/student. It also states that “Every subject can use ICT to develop the knowledge and skillsstudents need for living in the digital age.” In establishing our instructional ICT tasks we willaim to look at the knowledge and skills required in curriculum and link this to the best suitedICT programme to develop that task. We want to achieve authentic uses of ICT to teachacross curriculum rather than teach programmes in isolation.Tim Van Heule wrote an article about his experiences of what worked well in his classroom inteaching with an activboard. He stressed the importance of lessons involving an activboard asbeing ‘interactive.’

“I took a varied approach, beginning with brief displays of information, guided practice and independent activities,and finished with some form of assessment. Students should be up at the board, working independently, in groups,as a class, etc. The teacher should never be in full control of the board throughout the lesson. It’s important to ask yourself, "how have I engaged my student’s today?” (Van Heule, 2008)

These readings have given us a good insight into what is required before we begin our researchand some useful ideas to guide our practice. How have I engaged my students today?

References

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Key Skills - Information and Communication Technology.

, (2008).

www.keyskillssupport.net/teacandlearkeya/infoandcommtech/teach.aspx

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Kids do more, when it comes to ICT.

, (2007). Schools+Parents magazine>Issue1.

http://education.qld.gov.au/publication/schoolsand parents/2007/issue1-3kids.html

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Van Heule, Tim., (2008).

Interactive Whiteboards.