From Classroom to Lab:

From Classroom to Lab:ICT’s teaching Literacy, Numeracy in

an African Context

Leighton Forbes

University of Cape Town

Basis of the Research Case-Study

Western Cape, South Africa

Ethnographic study in a primary school in a low-income area in Cape Town

Problems and Purpose

Computerized and networked media resources operate in these settings in specific ways that are ignored in discussions of the ‘digital divide’, and the call for the expansion of physical access to computers and the internet.

(Prinsloo and Walton, 2008)

Conceptual Resources/Theoretical Framework

Literacy as a Social Practice

New Literacy Studies

Multimodality/Discourse analysis

Data collection & Analysis

Grade 2 and Grade 7 classroom observations

Field – notes

Transcription of teacher talk in the laboratory and classroom

Multimodal discourse analysis

Screenshots of computer lab activities

Interviews (semi-structured/unstructured)

A new communication order?

The challenge for research is to extend and enhance understanding of the ways in which the use of new technologies influences, shapes, even transforms literacy practices. (Snyder, 2001)

Social practices in the school

Literacy event

- the observed event most easily spotted in the classroom

Literacy practice

- The broader social activity associated with observed events

Timetable

Rules/Authority relationships

Drill and Practice Software

Still very popular

Comes pre-installed

Basically expensive electronic worksheets

Multimodal analysis – computer screens

Fill in the missing word activities Sequencing activities

Challenges

Shortage of books that accompanied the software

Learners engaging, disengaged?

Pre-installed Reading software

Classroom inquiry

Technological thrusts

New forms of knowing

Screen-based, multimedia texts plus other tactile digital tools

Knowledge and digitization

Schools provide knowledge for communities

Scaffolding knowledge

Grade 7 Class Project -The Tuck-shop

Learner engagement: Questions and Inquiry during Maths

Draft work of data gathering Survey of class favourites

Student surveys

Grade 7 work samples – data gathered from interviews in the classroom

Line graph of favorite cars Line graph favorite brands

Extending knowledge and leading towards action

Gathering data, took surveys, workbook

Skills using databases & spreadsheets

Applying knowledge to the school community context

Students Taking Action

Prepare survey results

Recorded findings electronically

Analyze needs

Report findings to school principal

Write recommendations based on findings

Graphing data

Challenges

Passivity vs. Taking action

Power/Authority relationsTeacher reluctance

and/or apprehension

Results

Technology set up restrictive/constrained

Technology set up

productive/ creative

Potential of Technology

Use technologies as a mediating tool

Infuse ICT integration into the school curriculum

What Impact?

Empowering and Equipping Children

Customize learning experiences

Share responsibilities

Training of 21st Century teachers

Key Factors for Success:

Scaffold student learning activities around new tools

Teacher competence with technology integration

Develop learning communities around new technologies

Technology Integration Matrix

Moving from entry to transformation

The teacher begins to use technology tools to deliver curriculum content to students

Adoption

The teacher directs students in the conventional and the procedural use of technology tools e.g. hardware or software

Adaptation

The teacher facilitates students in exploring and independently using technology tools

Infusion

The teacher provides the learning context and the students choose technology tools to achieve the outcome.

Transformation

The teacher encourages the innovative use of technology tools.

Technology tools are used to facilitate higher order learning activities that may not have been possible without the technology

Moving from Active to Goal-directed

Students are actively engaged in using technology as a tool rather than passively receiving information from the technology

Collaborative

Students use technology tools to collaborate with others rather than work individually at all times

Constructive

Students use technology tools to connect new information to their prior knowledge rather than to passively receive information

Authentic

Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments

Goal-directed

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than completing assignments without reflection

Conclusion…

Application

Collaboration

Taking Action •Technology Integration into curriculum planning!!

Thank You

Leighton Forbes

Email: [email protected]

Website: www.about.me/leightonforbes

Social Media: www.twitter.com/leightonfb