Classroom media use and effectiveness

Classroom Media

Citizens in Twenty-first century find the technological advancements as an inexorable support. Justified access; connectivity to technological advancement along with adequate training need to be provided to teachers in order to make them capable of utilizing the available technology to the fullest possible utilization of skills. Naisbitt states that Computers provide a cost effective method of personalizing education even though its capital intensive nature cannot be denied. Simplifications of the large-scale manual record keeping through computers electronically and skills involving management of computers have become an added advantage and being treated as marketable skill.

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James A. Garfield, a graduate of Williams College, who later became the twentieth president of United States, had propounded the core hypothesis of refinements in Higher education in the year 1871. Fredrick Rudolph, a renowned historian retrieves; Garfield defended the complaints of professor about the incapability of the Williams College to cope with the updated technology, by citing the chronicle of Mark Hopkins the college president as the ideal. In this way prior to telecommunications and campus computer network, the chronicle of Mark Hopkins and his influential personality marked a significant symbol in idealized high touch in Higher Education. 2

1. Eileen Giuffre, Cotton. The Online Classroom: Teaching with Internet. (Bloomington, EDINFO Press, 2000) 4

2. Eileen Giuffre, Cotton. The Online Classroom: Teaching with Internet. (Bloomington, EDINFO Press, 2000) 5

This was advanced as a strong resistance to the worries of the campus being not coping with the time. Assimilation of computer technology in the classroom education has been emphasized in the new educational enterprises. Productive utilization of the available technology by the teachers with the students in pursuit of the educational objectives has become more demanding, of course with a little co-operation. Distraction and misapprehensions in this regard has inhibited its successful implementation. The continual conflict between high touch and high tech are considered as main factors in this regard. 3

Academicians treat these as inherent contradictions. The advocates of high touch apprehends the pedagogical instructional practices like personal contact between teacher and taught, the sanctity of traditional education are at stake by the technological infusion. On the other hand the advent of high tech instructional practices is viewed as the rejuvenation of the educational practices with enhanced teaching, learning and instructions. Sitting on the fence several of the administrators, faculties strive to appreciate the increased role of the technology in the educational atmosphere simultaneously safeguarding the priorities of the colleges. 4

3. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 23

4. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 24

These two conflicting choices are however, not treated as independent alternatives. A wise synthesis has been endeavored to be find out by the most faculties out of their intuitions and personal experiences. Methods of assimilation of the best of both old and new are to be searched out in the sphere of their classroom as well as professional ventures. With a personal touch the potentialities of the technological advancements are explored and taken for integration, implementation and visualization. The high tech education necessitates the wise selections by the teachers among the alternatives for utilization of the available technological resources in the sphere of classroom teaching and professional ventures. 5

There are four broad classifications of technology, so far as it is considered as a support to learning. As a tutor technology provides sequential offerings of information, manifestation and simulations of the educational system. This involves a workbook-like teaching by the technological methods. Technology can also be utilized for exploration. Students find a way to move through the available information and manifestations as per their need. Application of the technology as a tool in pursuit of specific tasks like composing, analyzing and storing of data is often emphasized. Finally, the role of the technology in providing communication of messages, information and data among students is being stressed upon. The third and fourth role of the technology -- its role as a tool and as a communicative method is being laid emphasis upon in its current applications in the sphere of education. 6

5 R.M. Gagne. The conditions of Learning. (New York: Holt, Rinehart, & Winston, 1985) 63

6. Mike, Battersby. Using Internet to Improve Teaching and Learning. (Northampton: Paragon, 2000) 141

Technological tools are being utilized as a supportive in their authentic and challenging pursuits, which are characterized by their interactions with the material contents. It has been unanimously agreed upon by the psychologists and educators that this interaction with the material content enables the students to acquire the skills of understanding, reckoning, composition and experimentation. Solutions to the problems through computers envisage a specific application of the technology as a tool. Assimilation of computer programs with the traditional textbooks especially, in the courses involving quantitative analysis like, accounts, finance, economics and statistics enhances the problem solving and data analyzing skills of the students. The transition from instructing technological skills in isolation to such an integrated approach is visualized as a significant leap involving much planning and effort. Opportunely, there exists a model for the purpose. 7

During the last 25 years, the stream of library science is striving to have a transition from the teaching of library skills in isolation to the teaching of information skills with an integrated approach. It has been visualized that integration of information skills are more effective when they are in direct relation with the curriculum and class room tasks and are inextricably bonded as a model of a logical and systematic information process. The schools warranting such transition from imparting instruction skills pertaining to information technology in isolation necessitates fulfillment of these requirements. Teachers and the library media professionals jointly developed collaborative projects with successful integration of information skill programs. Implanting of such curriculum is necessitated by the instructions of information technology skills. 8

7. Knapper, Christopher Kay. Evaluating instructional technology. (New York: Halsted Press, 1980)

8. J.T Feeley; DS Strickland; S.B Wepner. Computer as Tool: Classroom applications for Language Arts. Computers in the schools, (Volume: 4; Number: 1, 1987) 5 collaborative effort by the library media specialists, computer instructors, and classroom teachers are necessitated for designing of units and lessons involving technological, information skills and the outcomes of content area curriculum. An integrated information technology literacy curriculum to become more relevant should involve more than mere mastering of isolated skills like acquiring a preliminary knowledge of the hardware, acquisition of skills of working with word processors, browsing internet and searching information etc. 9

Improvement of skills of the teachers during such transition period involves significant time and effort. Adaptability to the changes by the teachers is understood to be not comfortable and involves a great deal of time and effort. It is therefore, essential that the school administration provides sufficient time and support to the teachers in order to find out the ways and means for interweaving the available technology into the school environment and curriculum. Integration of computers into the educational curriculum involves making available of the computer resources as tools rather than engaging the students in pursuit of 'computer education'. 10

9. Jacqueline Grennon, Brooks; Martin G, Brooks. In search of understanding: The case for constructivist classrooms. (Virginia, Association for the Supervision and Curriculum Development Press, 1993) 71

10. Jacqueline Grennon, Brooks; Martin G, Brooks. In search of understanding: The case for constructivist classrooms. (Virginia, Association for the Supervision and Curriculum Development Press, 1993) 71

Question arises as to what should be the extent of knowledge about computer itself that the teacher is essential to know for effective integration of the same into the curriculum. Rather than knowing the working of computers teachers are required to acquire the skills for applying the same in the class room. A computer operator can be viewed with the same analogy of a driver driving a vehicle. The driver in order to drive the vehicle effectively is not required to know the working of the engine of the vehicle or to repair the vehicle or not necessarily the way to buy a vehicle. It is however, essential to acquire the skills of driving the vehicle on the road with a special understanding of road signs. The more experience in driving increases the skills of the drivers. Similarly, a basic understanding of computer is needed to become a successful operator. 11

The knowledge of working of computer, repairing a computer, or buying a computer is not essential for the user. Gradually, the level of confidence of the user increased with experience. Integration of technology necessitates fulfillment of two goals by the teachers. Firstly, the teacher must be a computer user. The teacher may use the computer for preparation of class room materials such as handouts, banners, newsletters. Similarly, teachers may use the computers for management of the marks of the students or take help of a computer program to develop a particular skill. In the second use the utilization of the computer is viewed as a tool of teaching than a study. The computer using teacher is aimed at achieving the objective of imparting teaching in the specific subjects such as art, science, math, language arts, social studies but not computers. 12

11. K. McGillivray.. The tool kit: An Innovative Approach to technology integration in networked schools. Learning & Leading with Technology. (Volume. 26 Number.5, 1999) 21.

12. Joan, Riedl. The integrated technology classroom. (Needhan Heights: Allyn and Bacon, 1995) 136

Taking into consideration the most productive application of technology, emphasis must be made on exploring its applications in the class room, which includes its utilization as a tool for teaching students, assisting the process of learning, and to imbibe in the students the skills to explore the ideologies. Marzano, in his book Dimensions in Learning, published during 1992, narrated the ways that the assimilation of the technology is supportive to several dimensions of learning. The model propounded by him envisages, establishment of an positive environment of perceptions and attitudes of students towards learning, providing adequate experience for acquisition of skills to integrate with acquired knowledge, opportunities for its extension and refinement so as to enable them utilize the acquired knowledge in a relevant manner and more productively. 13

All these factors are taken into consideration while finding out the ways and means for productive utilization of the computers by the teachers in the educational arena. The objectives of instruction are first identified. Matching of the goal to a computer-based tool constitutes the next step and the final step involves utilization of the tools for accomplishing the objective. The student should be infused with the ideology about use of technology in the curriculum which is also viewed as an integral part of the curriculum. In order to achieve this, a method is to specifically identify a particular goal like application of the knowledge of students more relevantly. 14

13. Mark, Grabe; Cindy, Grabe. Integrating Technology for Meaningful Learning. (Boston, MA: Houghton Mifflin, 2001) 124

14. Mark, Grabe; Cindy, Grabe. Integrating Technology for Meaningful Learning. (Boston, MA: Houghton Mifflin, 2001) 125

After identification of the goal the next step involved is to explore the methods of achieving the goal. This involves finding out the appropriate software by the teacher that provides solutions to the problems of students such as probing into a problem, exploring the strategy to solve the problem, and finally, finding out the solutions. The tools involved in this may take the form of simulation, database, or a spreadsheet or any other computer oriented tool relevant. While choosing the appropriate software, the teachers are concerned first with the very purpose of the software and to judiciously decide its appropriateness for achieving the content area goals. It is essential that the teachers should first of all be well conversant with the software chosen before it is actually applied to the students. 15 demonstration of the software with a small group and observing the results to determine its general applicability to achieve the determined goal is a better idea. It is essential to ensure that, as is with other teaching tools, the tools so developed is easier to follow; that the tool is appropriately designed for the group to which it is applied. Besides, care should be taken to emphasize more on the curriculum rather than the software itself, since software is merely a tool for achieving the broader objective. The best technique for teaching of software is through weaving it up in the classroom experience. This can be done through an effort for making use of software developed through the course, and not software controlling classes.16

15. D.D Shade; R.E Nida; J.M Lipinski; J.A. Watson. Microcomputers and preschoolers: working together in a classroom setting. Computers in schools. (1986, Volume: 3; Number: 2) 55

16. Eileen Giuffre, Cotton. The Online Classroom: Teaching with Internet. (Bloomington, EDINFO Press, 2000) 118

The apparent interesting nature of the software will not increase the learning in the classroom experience, except when it is used to meet applications of the curriculum, or provides experiences that add to the aims of the lesson through peer collaboration or co-operative learning. It is essential to evaluate software and consider them through the experiences that they bring up in each particular context. There are three important questions that have to be asked when one is working with students. They will help in the planning of the teaching. The first of them is determining the particular strategy being introduced. The second goes on from this and when there is introduction of cognitive strategy along with a specific technology, the student should be provided with a name for it. 17

Then there should be a demonstration as to why the strategy is especially good, and it should be ensured that the student adds it to his list of strategies for solving problems. It is useful if the students have had previous experiences with the strategy, and reminders should be provided for using the strategy. The third point is regarding informing the students about using strategies in more than one environment. There has to be plans for practicing of the skill by the students in different settings. One of the important objectives while discussing strategies with the students should be to make them aware of their own thought processes and problem solving skills. Whether they have studied the questions that rose in the setting, or their ability to discuss various strategies they already know about, and select the particular strategy for any particular assignment have to be found. 18

17. J.T Feeley; Strickland, D.S; Wepner, S.B. Computer as Tool: Classroom applications for Language Arts. Computers in the schools, (1987, Volume: 4; Number: 1) 8

18. J.T Feeley; Strickland, D.S; Wepner, S.B. Computer as Tool: Classroom applications for Language Arts. Computers in the schools, (1987, Volume: 4; Number: 1) 8

Many of the different software programs that are used indifferent schools should be tested with this meta-cognitive approach. In content areas, for example, graphic organizers as tools can be used. Other examples of this group are databases, word processors and hypermedia software. Inspiration is the process for users to brainstorm ides, and develop concept maps in an environment that is both open and exploratory. The identical information can be shown in an outline format for onward exploration with only a click of the mouse. Real and authentic problems can be tackled by students on spreadsheets. When they use this sort of an approach, they can also get different experiences. At the same time they get knowledge about using the spreadsheet, and after that they can proceed to the creation of graphs and interpretation of data shown on the spreadsheets. 19

It is important to deal with questions of the nature of what if? These types of situations teach the students get benefit from their knowledge of the problem, and other similar situations and use the knowledge meaningfully. The creation and interpretation of graphs is not easy to all students, and often they have had only prior experiences of working with graphs in which the form and content have already been decided. When the students face problems where there is no one way answers, they get opportunities to use spread sheets so that they can use multiple approaches. The concentration should be on getting to a solution, thinking of the problem and concentrating on creating graphs. These provide open-ended exploratory situations and the students get the opportunity to determine problem solving strategies that have been used before.

19. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 38

20. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 40

The most important aspect is for the student to locate the correct strategy and also begin to find out the correct settings for the best use of the approaches. The computer can also be used during complete group discussions and small group discussions, recording of stories, producing classroom signs and charts to provide the students of the best method of using visible technology. When students are provided with a Micro-World, it may be a powerful use by the teachers of computers. This is software with which children can play and find new concepts. This also uses cause-effect relationships which have been deliberately included by the software developer, and these act like a bridge between direct working experiences and abstract learning. It helps students to learn through exploration and experimentation. 21

EZ LOGO is an example used many times to introduce young children to the concepts of geometry in a very playful manner, which matches up to the intuition of children, in a similar manner to their use of blocks for learning size and shape relations. There are other developmentally correct software programs like Microworlds, but these are more difficult to find than the drill and practice programs, though certainly of a higher value. An example is in the case of Odell Down Under which allows the exploration of ecological interactions within the ocean by giving the children an opportunity to be a fish. At the same time, the child retains the abilities and vulnerabilities of the particular type of fish. This permits the students to find out about the habits of some aquatic animals. Included are graphics programs like Color forms Fun Set which gives the students tools and props for building up their own underwater environment.22

21. John, Black; Karen, Swan; Daniel, Schwartz. Computing and education: The second frontier. (New York: Teachers College Press, 1988) 157

22. John, Black; Karen, Swan; Daniel, Schwartz. Computing and education: The second frontier. (New York: Teachers College Press, 1988) 158

It has been shown through research that children using word processors are in the habit of using longer and more difficult stories, worry less regarding mistakes, and do not mind revisions as much. A teacher may implement the unit on "Fish" and for that purpose use the Kid Pix program with very young children. The story built may have pictures and labels described by the child in own voice, as that can be recorded through the microphone of the computer. This progresses on to Kid Works 2, and there the students might write and draw their knowledge about fish, and also hear their own recordings. When the children grow up little more, CD-ROM encyclopedias may be used for collection of data, and Story Book Weaver used. This will compose and illustrate their stories and also submit the report about their topics. 23

Simple programs like My Words can be useful for writing letters to nearby experts seeking information from them, or even extending invitations for classroom visits to them. All these types of programs provide the good medium for the teachers for recording group reports or stories. Simulations provide opportunities for generation of excellent experiences in learning. They are generally categorized as open-ended activities and provide excellent opportunities for the children to think. They also give good opportunities where the children are able to look into their stock of problem solving strategies and choose the one that provide best assistance. 24

23. Christopher Kay, Knapper. Evaluating instructional technology. (New York: Halsted Press, 1980) 85

24. Christopher Kay, Knapper. Evaluating instructional technology. (New York: Halsted Press, 1980) 85

Simulations regularly provide for interactions between students as they have to learn getting to mutual agreements for all accepted solutions. Quite a few of the software belong to this group. In the area of science, a useful simulation is Operation Frog, as is Sim City series for social studies programs. These are for middle schools and high schools. America Online and other commercial online services make available important resource for both the students and teachers. They are also a gateway to the available resources on the Internet, which is the newest of telecommunication resources. New resources are obtained by students when they get into open-ended activities for using the different information tools for finalizing their projects. Regular exchange of e-mail among the students and teachers of different countries allows the possibility of global networks and access to world wide information. America online and different commercial networks also permit private discussions. This makes it possible for the students in all countries of the world to contact each other in real time, in a secure and private environment. 25