Areas
of Learning and Experience Blog
Literacy
How
can story telling be used in education?
Story
Sacks
“Story
sacks were developed in the United Kingdom by Neil Griffiths in the 1990s and
comprise of a large cloth bag containing a good quality young child's picture
book with supporting materials to stimulate reading activities. The book is
brought to life through soft toys, puppets and miniature people based on the
main characters, and artefacts that relate to the rest of the story. A
non-fiction book relating to a fiction theme is often included in the sack as
well as an audio tape and a language game based on the book.” (Barron, Powell,
2003, p.129). As explained above by Barron and Powell (2003) there are several
different things that you may have within you story sack which will provide
children with some type of learning stimuli. Within the story sack that my
group chose we had; one large owl toy, three small owl toys, the owl babies’
book and an information sheet which had several different breeds of owls on them
with a short description next to the photograph.
Within
my seminar we looked at story sacks in small groups. In my group we decided to
look at the book ‘The owl baby’. Once we had looked through the materials
within our story sack as a group, we developed some activities that we could
use through these materials to teach to the other groups within our seminar
group. Too utilise the materials that we had within our story sack we decided
on firstly reading the story and too hand the owl toys to individuals from the
groups we were teaching, then giving them the role within the book from the
character they were holding to read. As we read through the book we asked the people
that we were teaching that when we read the book if it lands on their character
that they can imitate the movement/ action their character is doing within the
book and if they would like too they can read the line of their character. Once
the book was read, we decided to use the fact sheet we had which included
photos of different breeds of owls to be used to teach the other groups the
different breeds. We then gave the groups the task to try and link the owl
babies with one of the breeds on the fact sheet. They were told to do this by
listing the features of the owl babies and the owls on the fact sheet which was
the same to work out the breed. Below is a photo of our Owl Babies story sack.
“Vygotsky
located the seeds of children’s writing in their first visual signs, gestural
depictions. He argued that other visual symbols ... derive their meaning first
from gesture ... As children develop as visual symbolizers, talk is an accompa-
niment to and then an organiser of their symbolic action. (1989, p.6)”
(Collins, 1999, p.80). This relates to
an area of my group work where we used the soft owl toys to help the other
groups to read their parts from their chosen character. By following on from
what is quoted from Vygotsky above this shows that children learn first from
visual signs. If a child in my group was struggling to read, it could be
suggested that they were too use the toy they are given to act out the actions
as they happen in the book. For example, if the book was too say that one of
the owls flew, the child could act the toy out too fly every time they see/here
the word ‘flew’. The child should then associate the word ‘flew’ with this
action and will learn how the word looks from this, resulting in them learning
how to read the word ‘flew’.
Reference
List
Barron
I, Powell J, (2003), ‘Story Sacks, Children’s Narratives and the Social
Construction of Reality’, Citezenship,
Social and Economics Education, Vol.5(3), p.129-137.
Collins
F, (1999), ‘The use of Traditional Storytelling in Education to the Learning of
Literacy Skills’, Early Child Development and Care, Vol.152, p.77-108.
Creative
Writing
During
my seminar we discussed the importance of creative writing in pupils. We had
recently created a link with a local primary school and had decided to do
something with them which involved creative writing. We decided to use letters
as a means of writing and too pretend that we was writing to the primary
children as a character from the Victorian era. As a seminar group we conducted
some research on Victorian era names and jobs and created a background story
too our characters. We then wrote to the children as if we were these characters.
Below is an image of the letter we wrote as my Victorian character.
Within
the letter we tried to use several techniques to try and get the pupils as
involved and interested as they could. We used different personal questions to
ask the pupils so that the letter was more personalised to them and they will
be able to answer the questions within their reply. We also came up with a task
within our letter that encouraged the children to be as creative as they could
with clothing designs from the Victorian era. We believed that this would be a
good task because not only would this enhance creativity it would also push the
children into doing some research onto the Victorian era. They could do this so
they understood how a Victorian person would have dressed and can understand
how to create their designs in a similar way.
“Myra
Barrs' analysis of children's story drawings and maps of play suggests that
children use drawing to communicate stories because they find an iconic mode of
symbolisation more powerful and more easily manipulated than writing. She
suggested that children 'assume initially that writing is a form of drawing,
since drawing is a symbolising mode that is established so much earlier for
them.' She noted also that drawing may continue to be their preferred mode of
expression even after they have begun to write independently, because 'they may
still feel able to 'say more' through their drawing than through their writing”
(1988a, p.55 cited within (Collins, 1999, p.85). As explained by Collins (1999)
some children learn better through illustrations, rather than just reading by
itself. When a child is younger, and they are still learning the skills that
they need to express themselves through writing using drawing as a way to help
show this can maintain the children’s creative ways and not hold them back if
they cannot do this through writing. By me setting the task for children to answer
some questions I sent in my previous letter but then also send me some drawings
of dress designs this will allow them to maintain their creativity while still
working on their literacy skills through the questions.
An
example I found which further explains how illustration can be used to improve children’s
literacy is from a “school-based project reported on at a London conference
(October 1994) on traditional
storytelling in education. The storyteller, Susanna Steele, worked with a group
of children aged six and seven on a Technology project. The 86 F. COLLINS
project was based around her retelling of a Russian tale, Baba Yaga and the
black geese, after which the children worked collaboratively to design and
build a hut for the witch Baba Yaga. This story included a description of this
traditional dwelling place, which stands on chicken's legs. She claimed that
'maps of play' were a valuable conceptual tool for these children. In the
recommendations in her project report, Steele referred to the children's
drawings not as illustrations, but as a way of telling stories. She also
claimed that this activity allows children to make symbolic representations of
narrative that help to develop their ability to sequence stories (1994) cited
within (Collins, 1999, p.85-86). This further explains the benefit of children
using illustration along with the written side of literacy. As within this
example children can make their own either mental or physical illustrations
from literacy such as stories to create and understand the story and have a timeline
so they can properly understand what has occurred within the story. This project
can be related to the task at hand within my letter. Whereas in the project the
pupils had to create a hut for the character of the witch Baby Yaga, similarly
in my letter the children were asked to create dress designs for the Victorian character
within my letter. Although I didn’t use the context of a story. But instead
used a letter format, I included an area of background story the characters
within the letter so that the children had some context behind their designs. The
children can then take different skills from this not just creativity and
literacy skills but also technology and research skills. This can be done by
using technology such as tablets/ iPad/ computer too research the Victorian era
which could then be used to link into lessons within their school term.
Collins
F, (1999), ‘ The Use of Traditional Storytelling in Education to the Learning
of Literacy Skills’ , Early Child
Development and Care, Vol.152(1), p.77-108.
What
are the benefits of storytelling in primary education?
During
a lecture we looked at storytelling. We discussed reasons why storytelling
would be beneficial to a primary age child. By discussing the different
storytelling techniques and advantages as the story teller, author or audience
it was found that there are many different advantages that comes with
storytelling, although some may look at it in a negative way.
A
clear benefit of storytelling Is fluency within the pupils reading. “Speaking
fluency and reading fluency become natural partners when students are involved
in learning to tell a story to an audience (Campbell, Hlusek, 2015, p.158.)
This statement shows that storytelling is good technique to use within
classrooms as when done so natural benefits arise from the pupils. Instead of
pupils being given certain lessons to learn these skills they can naturally be
given to the pupils.
This
technique of gaining skills may work better with younger primary age children
as it would feel less forced to learn the techniques instead, they will
naturally develop their skills.
This
benefit shows what can occur if a child is the storyteller within their
lessons. But a child can also benefit from being the audience of the
storyteller. “hearing stories read aloud is a vital link in the move from one
kind of story organisation (oral) to another (literate)” my parentheses (1993)
cited within (Collins, 1999, p.78). This means that a pupil listening to
storytelling will develop from this how to find meaning within stories and use
this in their own literate way, learning how to write and tell their own
stories. This takes the child from just knowing how to read a story and have
fluency within their reading, too learning how to see the meaning behind the
words they are reading and can use this too associate feelings and their own
personal encounters within this. From this they can develop skills that are key
too them showing emotion within their own stories and also when reading a
story. This helps to understand the emotions behind the words that they are
reading. “Although on a general level the literature makes it clear that the
language forms used by humans must influence and shape each other, it is
necessary to explore ways in which this happens in more depth, to clarify the
educational contribution of storytelling and other oral work (Collins, 1999,
p.79).
Reference
list
Campbell
T, Hlusek M, (2015), ‘Storytelling for fluency and flare: A performance-based
approach’, The Reading Teacher, Vol.69(2), p.157-161.
Collins
F, (1999), ‘The use of Traditional Storytelling in Education to the Learning of
Literacy Skills’, Early Child Development and Care, Vol.152, p.77-108.
Reading
for pleasure
During
my lecture with guest lecturer Jo bowers we discussed reading for pleasure and
the positives associated with this. When
some people think about reading in school it is thought about in a negative
way, being forced to read books that they don’t want to read just so they as
the pupil gain the literacy skills they need to have developed from being in
that year group, for example being ‘forced’ too read ‘of mice and men’ too
follow your English curriculum but then other types of literature such as other
materials like blogs and magazines not being pushed on or positively spoken
about in classrooms. As the modern-day classroom is developing it is believed
that this view and style of literacy/reading within lessons is changing.
“Children read independently from the moment they can lay hands on a book
or open a screen. In terms of reading in school, however, even independent
reading will be monitored to ensure that children are developing the ability to
make discriminating choices about what they read, to extend their repertoires
and to respond thoughtfully to what they read. It is important that teachers
know what the children are choosing to read independently, both at home and at
school, in books and on screens so that they can better advise about and extend
the children’s reading experience. In order to do this, there needs to be a
clear understanding that all reading counts and that the life of a reader will
include reading sports programmes, magazines, internet information, fiction and
information (and more). “(Bearne and reedy, 2017, p.138). This explains that
children usually naturally enjoy reading and that by allowing and promoting children to read material that they
are interested in such as sports magazines this Is still
beneficial to the child
regarding the development of their literacy skills. With a teacher monitoring
the reading a child does at home and in school, to help push the children into
what they are interested in reading in more depth and can even suggest appropriate literature which links to the children’s interest but is also full factors that can help them with developing their reading skills. This provides the children with a freer experience. If a child feels they are not being forced into reading
certain literature, they will feel more at ease and be more willing to want to take part in these types of activities.
With resources growing
more and more children are becoming more involved and interested with reading,
especially for pleasure. “There are several new reading platforms that young
children can use to engage with stories. In addition to paper-based books,
children can become immersed in storyboards on smartphones, tablets, Wiis, Leapsters, E-readers, X-boxes or DSEs.
These devices support different formats and provide different affordances for
story engagement” (Kucirkova et.al, 2017,
p.68).
Although when you think
of children reading you may think of the classic idea of a child sat down
reading a story book, they had recently got with a parent at the book shop or with
a friend at school but with modern world becoming so technically advanced this image
could be different. With children now being able to download an unlimited
library of books on to their tablets/phones/iPad this may be seen as a more enjoyable,
engaging approach to reading for the current modern child. “With the advent of digital
books and new reading devices, reading for pleasure has not only diversified,
but has become more multi-faceted; this is underpinned by reading engagements
that may well involve dynamic exchanges, creativity and the co-construction of meaning “(de
Jong & Bus, 2003, Roskos,
Burstein & You 2012) cited within (Kucirkova, Littleton and Cremin, 2016,
p.68).
If
by using technology a child is more engaged with reading, then why shouldn’t his
be incorporated into a child’s life? If some children have more of an interest
towards technology over books, the two can be put together through things such
as e-books on an iPad. If it is the technology that is engaging the child, then
by utilizing this too capture a child’s love and interest for books through
using applications and downloading books. By doing this a teacher is adapting
the lesson more to the modern-day child. If I a pupil is heavily engaged in a
book when technology is introduced then isn’t this better than ‘forcing’ a
child too read a book which they are not interested in? with a child having
interest in actually reading the book, there will be more educational benefits
arose from this.
“Reading
literature for pleasure offers several benefits. First, readers pay attention
to those aesthetic qualities of texts that entertain or please the ears. We can
also identify with familiar experiences captured in stories. This enhances
meaning-making. In transacting personal meanings, we gain ownership of the text
and create our own texts from the reading experience.“ (Agbaw, 1997, p.446). Within
this quote from Agbaw (1997) it further explains my earlier information stated
that when a child is reading for pleasure there are several more benefits for
the child compared to a child just reading because they have too. As explained
when a child is actually enjoying the reading that they are doing they pay more
attention to what they are reading and can take the information and process this
further to understand the more meaning behind the text/information that they
are reading. It also explains that when a child understands the meaning behind
the literature to a better extent, they can then relate this too their own
personal life experiences and it can be more meaningful and understood too
them.
Reference List
Bearne,
E., & Reedy, D. (2017). Teaching Primary English: Subject Knowledge and
Classroom Practice. London; Routledge.
Kucirkova
N, Littleton K, Cremin T. (2017). ‘Young children’s reading for pleasure with
digital books: six key facets of engagement, Cambridge Journal of Education,
Vol.47(1), p.67-84.
Agbaw
Y. (1997), Taking children’s literature
seriously: Reading for pleasure and social change. National Council of Teachers
of English, vol.74(6), p.446-453.
Numeracy
What
can be done to improve primary pupils’ attitudes towards maths?
Although
a lot of children seem too have a negative view on maths it is very important
that children have a good knowledge and understanding on the topic as it is
such a crucial subject for their future lives. “Children need to develop a good
mathematical understanding in order to function effectively as members of
society (Mooney et al, 2014, p.1.). although many people may argue that they since
they have left school they haven’t used maths hardly at all some people would
come to a surprise that maths is the background to many basic tasks that we do
in our everyday lives, for example working out the time or managing our money.
A
technique of teaching maths in a more enjoyable way for children is by using manipulatives.
“Manipulatives are physical objects that are used as teaching tools to engage
students in the hands-on learning of Mathamatics. They can be used to
introduce, practice, or remediate a concept. A manipulative may be as simple as
grains of rice or as sophisticated as a model of our solar system. They may be
store-bought, brought from home, or teacher- or student-made. They can be used
in all areas of math instruction-teaching number and operations, algebra, geometry,
measurement, and so on-and across all grade levels” (Teacher Vision, 2019, p.1).
When teaching a younger classroom pupils may find it easier to grasp mathematic
topics if they have physical objects in front of them too understand the
meaning behind the maths. If a child has the objects in front of them demonstrating
the maths the children can physically see and understand what is happening,
instead of mentally trying to grasp a mathematic approach, picture it
physically working in their head and then having to understand it all.
“Piaget
(1952) suggested that children do not have the mental maturity to grasp
abstract mathematical concepts presented in words or symbols alone and need
many experiences with concrete materials and drawings for learning to occur.
Bruner (1960, 1986) concluded that children demonstrate their understandings in
three stages of representation: enactive (suggesting the role of physical
objects), iconic and symbolic” (Piaget (1952), cited within Moyer 2001, p.175).
This quote from Moyer (2001) further explains my previous statement that children
will have a better understanding of subjects if they have a physical object to
represent the idea in front of them. If a child physically experiences the
maths problem for example, they are more likely to understand it and grasp how
to solve the problem quicker. Another reason why using objects to help children
to learn maths would be because children enjoy using objects such as toys etc
so with this being brought into a maths lesson it will make children think that
they are doing something fun and not actually learning the maths behind what
they are doing with the objects.
Moyer
P. (2001) ‘Are We Having Fun Yet? How Teachers Use Manipulatives to Teach
Mathematics’, Educational Studies in Mathematics,
Vol.47(2), p.175-197.
Mooney
C, Briggs M, Hansen A, McCullouch J, Fletcher M. (2014), Primary Mathamatics
Teaching theory and practice. Los Angeles Sage.
Teacher
Vision. (2019), Using Manipulatives, learn
how to effectively use fraction strips, spinners, counters, and more, ‘Online
at’ https://www.teachervision.com/professional-development/using-manipulatives,
[Accessed] 20/04/19.
Mathematics
in Wales
Within
Wales the current numeracy testing for primary school pupils is a national
numeracy test, (there is also a national reading test). The National Reading
and Numeracy Tests (‘the National Tests’) are for formative use so that
teachers in all maintained schools have information on the reading and numeracy
skills of their learners and a common understanding of strengths and areas for
improvement in these skills” (Welsh Government, 2018, p.2.). As stated by
Sadler (1998) formative assessment is a type of assessment purposely conducted
so that the person/ people who have taken the test are provided with feedback
on their work, and so that teaching can be adapted from the results too develop
the teaching styles to help accelerate the learning process for the pupils
involved. So, within this contest of the national tests conducted in Wales, a
class will take tests based on numeracy and literacy, the teachers will then be
informed of the results and they can then create lesson plans based on the
results of these tests. They will specifically know their pupils’ strengths and
weakness’ and can then create lessons that will help to improve these pupil’s
weakness’ and to maintain their current strengths.
The
national tests are repeated at different stages throughout a pupil’s school
life “In the summer term 2019, children in year 2 to 9 will take national tests
in reading and numeracy (reasoning)” (Welsh Government ,2019, p.3). The tests
have currently been adapted from the traditional paper tests too an online
version, the “online personalized assessments are being phased in over a
three-year period” (Welsh Government, 2019, p.3).
The
numeracy test is based on reasoning, this means that this tests “how well
children can use what they know to solve everyday problems” (Welsh Government,
2019, p.4). This can be seen as a strength by many different people, this is
because if math’s is linked to everyday life a young child may find it easier
to relate to the question and be able to use their everyday life as a visual
idea of how the ‘problem’ would need to be solved. From the numeracy test a
pupil is meant to accomplish “developing numerical reasoning, using number
skills, using measuring skills and using data skills”, (Welsh Government, 2015,
p.6.)
Reference
List
Sadler,
D, (1998), ‘Formative Assessment: revisiting the territory’, Assessment in
Education, Vol.5 (1).
Welsh
Government, (2019) ‘Information for parents and careers of children in years 2
to 9’, Reading and numeracy tests in Wales – 2019.
Welsh
Government, (2018) ‘National Reading and Numeracy Tests- Test administration
handbook 2018/19’ Guidance Document, Education Wales.
Digital
Competence
Can
digital applications be used to enhance Learning?
During
my seminar we looked at different applications that can be used within a
classroom setting to enhance learning. One application that we used was
‘chatterpix’. Within this application you can choose any picture of a person/character
that is best suited, and the picture can then be animated to make the mouth
move along with either a voice recording or text. Below you can see the
chatterpix that was created within my seminar. We chose to use Shrek as this
character would work well with children of a primary age. We discussed the
positives of this app and we believed that by using an animated character or
person around children could be utilized well by having the character to
explain lesson objectives and tasks, to explain subjects and facts and too grab
the attention of the pupils. By using an animated character to explain an area
of the subject primary age children may be more engaged and interested with
this compared to it being explained to them every day in the same way by their
class teacher. Another example could be that the pupils use this application to
bring a character to life that they are learning about and by them voice
recording the facts for the character to say, it provides a more entertaining
way for children to remember facts and lesson objectives. this style of
learning relates more to gaming too primary age children which they are most
likely interested in at home.
Miller
(2013, p.196) states that “humans of all ages and cultures like playing games.
We have always played games and likely always will”. This quote explains that
games is a universal thing that humans find enjoyable. By games being added
into lessons instead of avoided it can make pupils find more enjoyment within
their learning and be more likely to want to put effort into lessons, instead
of the fun element being taken away from them as they enter the classroom. This
can be further explained by (Azawi et. Al. 2013, p.134) who states that
“Gamification is turning the learning process as a whole into a game, while GBL
is using a game as part of the learning process. Gamification turns the entire
learning process into a game. It takes game mechanics and gameplay elements and
applies them to existing learning courses and content in order to better
motivate and engage learners”
This type of learning style relates well to the
digital competence framework, which is one of the elements of the new
curriculum coming to Wales. Within the Successful Futures
report by Professor
Donaldson it states that “digital competence plays an increasingly powerful
role in the lives of children and young people..” it is further explained that
the importance of digital competency is relevant as ‘digital technology skills
creatively is an increasingly common feature of the modern workplace”
(Donaldson, 2015, p.41.) By this being introduced in the new curriculum this
helps to develop children’s technology skills
not only for their current lives e.g. work within classroom environments but
also within their future in the adult workplace.
Reference
list
Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational
gamification vs. game-based learning: Comparative study. International
Journal of Innovation, Management and Technology, 7(4), 132-136.
Donaldson, G. (2015). Successful futures, Independent Review of
Curriculum and Assessment Arrangements in Wales.
Miller, C. (2013). The gamification of education. In Developments in
Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL
conference (Vol. 40).
Welsh
Government, (2015) Foundation Phase Framework, Curriculum for Wales.
Digital
Teaching- Can teachers be replaced by technology in the future?
“The
bearing of technology on the role of the teacher has been one of the most
contested areas of educational technology discussion and debate over the past
50 years or so. On one hand, some academic commentators hold a strongly held
belief that techno- logy will displace the teacher (or as a few people will
have it, has already replaced the need for a teacher altogether). Conversely,
many people would also consider technology as a great support to the human
processes of teaching.” (Selwyn, 2016, p.117). This explains some of the
different opinions that people have on technology and teaching. Some people believe
that technology should be used to aid the teacher and too improve the lessons as
the teacher using technology to support areas of their led lessons, for example,
a teacher may include tablets being incorporated within their lessons to make an
area that they are covering more memorable to pupils. By children using tablets
themselves they can feel more in control and involved with their learning and
by them actually completing tasks on a tablet in front of them they are more
likely to be engaged in the lesson and therefore remember the outcomes of the
lesson further down the line.
“Around the globe, blended learning is a rapidly growing K–12
educational trend complimenting traditional face-to-face educational approaches
with online learning for meaningful and engaging learning experiences that are
both personalized and student centered” (Haynes, Shelton, 2018,p.2.). As
explained by Haynes and Shelton (2018) blended learning is when technology and
traditional teacher led learning is blended together. They explain that when
these two types of teaching are used together you can improve the pupils learning
by creating the experience in a more personalised way too the pupil and its
more worked around the students than just covering the topic that needs to be
covered that term for example.
Oppositely
some people view technology as a growing area that will be developed so well
that it will replace the teacher all together. With different things being
developed such as online lessons and courses could the future of teachers be
them slowly disappearing as technology develops? Some also view technology as
something that is good too use with teaching occasionally but if used too much
can just be a distraction from the actual learning needed to be gained from the
task, is technology just a distraction to the actual learning taking place? “Of
course, when asked to describe ‘learning’ most people would think of forms of
activity that are rather more organized and planned. In this sense learning can
often be a process that individuals are consciously engaged in. Rogers (2003)
labelled this as ‘learning-conscious’ or ‘formalized learning’- that is,
learning that is facilitated in some way by someone else.”, Selwyn further
explains that “individuals are fully aware that the task that they are engaged
in involves some form of learning. As rogers put it, this process usually
involves guided episodes of learning.” (Rogers, 2003, p.27, cited in Selwyn, 2016
,p.5-6). This explains that when a pupil for example Is being physically led
through a lesson by someone, they know what is meant for them to gain from the
lesson, they understand the outcome and the targets set for them. This helps them
too engage in the correct way too gain lesson outcomes. Whereas if a pupil is doing
a lesson all through technology, for example an e-lesson they are not being
directed by someone through the lesson so they may not have the same amount of
concentration and engagement with the lesson as they don’t have someone who has
set expectations of them.
Within
my lecture we discussed digital teaching. We discussed both technologies impact
on teaching and whether teaching needs to change in a digital age. We discussed
that it is no longer acceptable for teachers to just simply not use technology
within their lessons as the digital age is vastly developing around us and
would mean the pupils are missing out on a major topic that will be massively
important for their future lives and careers.
“You
don’t need to use technology in every interaction with students however there
are many compelling reasons to use ICT in our classrooms; from motivating
students and enhancing learning the learning experience to facilitating
planning and the organisation elements of education (Younie and Leask, 2015.) We discussed this quote within the
lecture which relates too what was early mentioned, that you don’t need to view
technology as such an overpowering object to the teacher and instead view
technology as something too accommodate the teacher and too be an extra benefit
to the teachers lesson and the pupils.
There
is also the view that technology will eventually develop so much that it will
replace the teacher. With people arguing that education and the gain of knowledge
in pupils wouldn’t happen without the physical teacher why would we believe
that technology could possibly take over? In 2008 a project took place called
The Hole in the Wall project, which done just this.
The Hole in the Wall project was about
computers being placed on walls in India, the computers were “mounted on a wall
facing outside at public places. The computers are placed at a height that can
comfortably be accessed by children . They are either set up in community
playgrounds, or on the school boundary wall, either facing inwards towards the
school or facing outside towards the road. The learning stations are fully
equipped with educational content consisting of games and internet (Dangwal,
Sharma, Hazarika, 2014, p.34.) The computers were set up in these rural areas
of India with no instructions and was just left there for the children of the
area too learn how to use themselves and too see whether they would be able to
work out how to use the computers and whether they would learn from the
educational software within the computers. The computers were purposely set at
the height of children and not the adults in the area so that it would be
awkward for the adults to use the computers and therefore wouldn’t end up
having the adults trying to help the children or show them how to use the
computers.
There were two groups within this project a
controlled group and an experimental group, the experimental group consisted of
the children from the rural areas who were not in schooling who had access to
the computers and the controlled group consisted of children who did not have
access to the computers but are currently in schooling. The results showed that
“
after six months, there is a significant difference in the performance of
English between the two groups. The difference between the two groups is found
to be statistically significant at 0.05 level. The experimental group has
performed better than the control group. The control group had exposure to
formal schooling, while the experimental group had exposure to both formal
schooling and HiWEL LS. If we compare the means of the two groups, the control
group children obtained 37 per cent marks prior to the installation of the
learning station and after six months, they secured 37 per cent. While, the
experimental group children secured 31 per cent to begin with and after six
months they obtained 50 per cent marks. Thus, as can be seen from the results,
there was no percentage increase in the performance of the control group
children.” These results (Dangwal, Sharma, Hazarika, 2014, p.42). These results showed
that children can learn from just technology with no physical teacher. The
children went from having no knowledge as such on the topics installed on the
computers and had no knowledge how to even use the computers and they managed to
teach themselves both of these using technology alone. In this project the
children who was just learning through technology actually ended up having
better test scores after a certain time period using the technology compared to
the children in the ’normal’ classroom environment with a teacher but without
the computers. The children within the classrooms without the computers didn’t gain
any percent of marks on the same topics over a time period of six months,
staying at the same percent of 37. Compared to the children who had access to
the computers gained 19 percent overall and even ended up having a higher mark
than the teacher taught children by 13 percent.
Reference List
Haynes C, Shelton K. (2018). ‘Beyond the
classroom: A Framework for Growing School Capacity in a Digital Age’, Journal of Research on Technology in
Education
Selwyn, N. (2016). Education
and technology: Key issues and debates. Bloomsbury Publishing.
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