Tyler-Shaye Miller

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Research, Teaching and Learning 1

Assessment Two

Report

‘The interrelations between low socioeconomic status, disengagement and the utilisation of

Information, Communications and Technology (ICT) within the context of the classroom’

Introduction

The importance of effective ICT use within the context of the classroom is essential in

maintaining and improving student participation, especially within students from low

socioeconomic backgrounds. Two Australian articles were chosen that particularly pertain to

this pedagogical problem through divergent methodologies and objectives. The article A

socioeconomic related ’digital divide’ exists in how, not if, young people use computers, is a

research article written within an Australian educational context by Courtney Harris, Leon

Straker, and Clare Pollock. The second article written by Vinesh Chandra and Kathy Mills in

2014 is Transforming the core business of teaching and learning in classrooms through ICT

which explores the interrelations between technological innovation and pedagogical

approaches, increasing student engagement and motivation. Whilst the two articles chosen for

this pedagogical problem outline different aims, they incorporate how imperative effective

ICT use is within the context of the classroom and are thus, appropriate for the pedagogical

problem outlined below. The articles have further informed my personal pedagogical

philosophy and have corroborated with my ideology that purposeful technological use is

necessary within the classroom environment.

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The pedagogical problem

The pedagogical problem orientating this research is based upon the premise of student

engagement within the context of the classroom. The ‘problem’ is further focused upon

students from low socioeconomic status (SES) backgrounds predominantly inferior levels of

engagement presented, exacerbating inequities prevalent across the Australian education

system. This disengagement from an educator’s personal perspective is a relevant and

commonplace issue within teachers’ everyday experiences. Lack of engagement within the

learning experience can often be a result of outdated modes of teacher-directed content

delivery that is irrelevant to the modern student experience. These outdated modes are often

present whereupon educators use minimal ICT or only passive use of technology (Chandra et

al, 2015, pg. 287). Within the contemporary classroom access to technology is often

influenced by a students SES background and school setting, combined with influences of

educational bureaucracies, politics, resource allocation, curriculum development, and school

priorities (Harris et al, 2017) Therefore, proper use of the allocated resources is imperative

for educators practice. Thus, the pedagogical problem focuses on how educators within the

context of their classroom can utilise the ICT provided to improve levels of engagement. The

pedagogical problem poses the interrelations between low socioeconomic status,

disengagement, and the utilisation of ICT within the context of the classroom.

How Social stratification affects student engagement

An individual’s social stratification has a significant impact on their schooling experience and

engagement within the classroom. Students from low SES backgrounds often endure

inequity, social justice issues, and marginalisation. Furthermore, students from low SES

families often present low levels of participation, display behavioural and psychological

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issues and exhibit lower levels of cognitive engagement within the schooling context

(Mitchell Institute, 2015; Teach For Australia, 2018). This lack of engagement within low

SES students is a poignant issue within the Australian education system, often resulting in

low attendance and retention rates. The effects of lowered engagement in classrooms often

lead to decreased participation in tertiary studies and limited career opportunities. The

reduction of student engagement is often exacerbated by the inequity of resources provided

within the schooling system. Schools within low SES areas are often under-resourced and

have only a minimal number of technological devices across the entire school Therefore,

educators must be aware of the relevance of utilising ICT purposefully and creatively within

the classroom to create learning opportunities that engage students. However, whilst the use

of technology is imperative for promoting student engagement, it is how the educators use the

technology, its purpose, relevance, and validity that ensures meaningful engagement.

What is engagement?

Jimerson et al (2013) define school engagement as a student’s academic performance,

behaviours, extra-curricular involvement, interpersonal relationships, and involvement in

their school community. Thus, it is imperative that educators consistently improve their

pedagogical approaches and classroom learning to promote student engagement.

Furthermore, for students whose backgrounds are low SES, they predominantly display lower

levels of engagement to their peers of higher SES status, thereby, reinforcing the notion that

effective engagement is vital in promoting student outcomes (Harris et al, 2017).

Why educators use ICT in the classroom

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The utilisation of ICT within the context of the Australian classroom is mandated by the

Australian Curriculums (ACARA, 2019) development of the general capability of ICT where

students effectively use technology to “create and communicate information and ideas and

work collaboratively in all learning areas at school, thereby, participating in a knowledge-

based economy.” This correlates with the curriculum’s aim to ensure that Australian students

become 21st century learners with the capability to participate within an evolving

technological future. Furthermore, the use of “ICT under pedagogical conditions can be one

of the most important tools for educators and students to develop cognitive, social, and

technological skills (Anastasiades et al, 2016). Effective and purposeful use of ICT in the

classroom creates the potential to make rather mundane lessons exciting and provides

opportunities for peer-to-peer collaboration, student-centred learning, problem based and

inquiry learning. Problem based learning, described by Anastasiades et al (2016) provides

learners with opportunities to surpass simplistic surface, rote learning and compartmentalised

knowledge to be able to critically and reflectively examine a plethora of ideas and problems

to generate change. Furthermore, effective and active use of ICT can “support authentic

assessment, engage students motivation and challenge and support higher level thinking,” and

has the capacity to tailor lessons to students learning styles, contextual interests and

backgrounds (Newhouse, 2017, pg. 48).

The research article’s quality

Harris et al (2017) state that the data was originally collated by a previous study that focused

upon 1, 351 participants in a variety of schooling contexts in Perth. WA. The new research

aim was to ascertain whether inequalities within IT are still perpetuated within the Australian

sample where students have a near-universal access to ICT (Harris et al, 2017). The data

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analysis utilised in the article was a three-step hierarchical multiple regression analysis that

also succinctly utilised data from the national census of the Index of Relative Socioeconomic

Advantage Disadvantage. (Harris et al, 2017) The article utilised a spearman rank correlation,

which according to Shank (2018) is one of the most common correlational designs employed

in research. The study used “comparative research which explores the relationship between

variables, drawing on statistical analysis to draw conclusions,” as the article utilised

qualitative data, using a questionnaire (Shank, 2018, pg. 30). Kervin et al (2016) states that

questionnaires are valuable sources of data collection as they “enable data to be collected

quickly and inexpensively from a large number of people” (pg. 85). The authors choice to

utilise questionnaires was purposefully administered in order to include a “large,

representative sample across a range of ages, including both genders and across a range of

Neighbourhood Socioeconomic status” (Harris et al, 2017).The researchers thus choose the

use of questionaries judiciously as utilising qualitative means of data may have produced a

smaller sample size and required a more extensive and longitudinal analysis.

The second article located for the pedagogical problem was Chandra et al (2015) qualitative

research investigating the impact over a period of two years of the interrelations between

active ICT use in the classroom and student’s motivation. The study demonstrated how 10

experienced teachers across a range of disciplines engaged students within Year 8 within a

technology-rich classroom, supported by school leadership team and the built environment

(Chandra et al, 2015). The research process utilised observations, interviews, and notes from

meeting to support its findings. This ethnographic study and integration model were adopted

form the ideas presented by Fullan (2010) and Loewe and Dominiquini (2006) and were

aligned with the themes proposed by Kalanantzis and Cope (2008). Thereby, providing

support that the data collected is valid and reliable as it extends upon previous research. Both

articles’ purpose is that of extension research, which is data and research that is “based on the

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realization that educational research is a collective process, and that studies often build on

other studies” (Shank et al, 2018, pg. 42). The two studies conducted a thorough literature

review on their respective topics, an imperative component of data research and collection.

Further, proving the validity of the articles is the fact that both have extensive and

comprehensive bibliographies supporting their research. Therefore, it is evident that the

articles utilised provide “purposeful, relevant and well-conducted research that makes a

difference to the day-to-day life of teachers and students in classrooms” (Kervin et al, 2016,

pg. 3). The articles are thus, pertinent to myself as a future educator to ensure an understating

of contemporary research that can inform my personal pedagogical approach to integrating

ICT within the learning experiences.

Personal pedagogical approach

Leading on from this point, my personal pedagogy has altered through the deciphering of the

articles and related research located. As a young pre-service teacher, I have experienced

technological innovation in a positive demeanour as it has always saturated my learning

experience and adolescence. Thus, I have always believed that effective incorporation of ICT

is a necessary component of my future classroom. The articles chosen for this research

problem have, however, enlightened and informed my understanding of how important it is

for educators to concisely utilise technology to ensure that it is not overused and has a clear

purpose. Additionally, the conclusions and recommendations of the article have further

increased my knowledge base upon how support, pedagogy, and the classroom physical

environment can have positive impacts upon ICT use. Furthermore, the articles located have

increased my understanding of how relevant ICT is within all students lives and has

highlighted the ‘digital divide’ that I was previously uninformed upon. The conclusion in

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Chandra et al’s (2015) focuses upon the transformative effects of teacher-directed

pedagogical change in relation to ICT use and presents the possibility of more learner centred

approaches, resulting in fruitful learning outcomes and increased levels of engagement and

motivation, creating a paradigm shift. My future practice shall include a variety of ICT

platforms and approaches whilst incorporating the idea that the physical layout of the

classroom is important. The articles have also enlightened my conception of how content and

curriculum can be delivered as I can ascertain that ICT has multi-faceted positive elements.

These articles whilst depicting different aspects of the pedagogical problem have articulately

responded to the issue and have offered analysis and conclusions that counter the issue.