ICT as an independent learning tool

A journey from ICT methods to classroom – what we had learned

Project: ICT as an independent learning tool

Comenius MeetingNorway

May 25, 2009

Author: Fernando Rui Pinheiro Campos Agrupamento de Escolas Cardoso Lopes

Portugal

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Methodological Approach

Multiple case Study

Each partner has their own context. Number of teacher involved is

between 7 and 14. One protocol, for school data

generation and gathering, accorded in previous meeting.

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Work done from last meeting(cont.)

1. Changes made to teachers questionnaire according to pre-test results.

2. Created individual logins for answer the questionnaire for different partners.

3. Added students questionnaire in English and translated to Portuguese.

4. Created Excel File template to register students results.

5. Documentation distribution for all partners, for supporting data gathering process.

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Work done from last meeting

6. Created Several Digital resources, for several methods and organized in order to be available to students and teachers in time.

7. Organizing the experiences and data gathering according to project objectives.

8. Screening data from different partners and organization of the data available.

9. Analysis of data available (pending some SPSS analysis).

10. Support for the implementation in different partners

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Survey triangulated data through different

data sourcesTeachers questionnaire

Student questionnaireStudent and teacher

Results

ICT tools

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Responses to questionnaire from participants

One Discipline for each Partner in Moodle Platform. According to partner decision

Partners respond to teacher and students questionnaire (Santo António[9] , Cardoso Lopes[14]) and student results .

Partners respond to teachers questionnaire (Aras Skule [11], Filipe Neri [1] )

Students results, registered in an separated excel file according to model, partners ARAS SKULE, Santo António, Cardoso Lopes.

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Ethical Authorizations from teachers before respond to

questionnaire according to the model previously approved.

Authorizations from parents before students respond to questionnaire according to the model previously approved.

Random sample from students (4 for each classroom) respond to questionnaire, if the parents authorizations available.

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Data Resources and evidences

Questionnaires' answers from Teachers

Questionnaires' from students

From results applying the methods approved previously in context (discipline, School, grade, method, resource ).

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Excel and SPSS analyzes Create SPSS codebook for each

database.

Using SPSS for data validity, and statistics

Excel for data manipulation and registration from different partners (only needs a license for the all project)

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School Organization

One responsible/leader for each partner (Aras Skul, Santo António, Cardoso Lopes, Filipe Neri)

One leader for dealing and support the different partners (Cardoso Lopes).

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Example of collected data from Survey tools (Moodle and Excel)

Moodle Platform

Module QuestionnaireEach partner as its own environment

AnswerQuestionnaire

Cardoso LopesFelipe Neri

Santo AntónioAraskoll

DBMS(Moodle)

ExtractingData

File Convertion First check

http:

http:

SPSSimport

codebook

DBMS(SPSS)

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Validity Data – Quantitative data

Check for missing values

Remove outliers (abnormal values)

Obtain a link between students results and teachers questionnaires answers.

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What to do when there are different sources? Aggregate Data from different Partners

Use Excel Tool for Aggregate data, from Survey Platform and Excel files from different partners.

Create a common model database for all the partners, after screening and validate data.

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Example Results from Moodle Teacher answer (exploratory)

Name of the methodology. Reading by writing Three Colour Interactive Exercices Online

(HotPotatoes) e-portfólio Follow up Chart Self Evaluation (attitudes)

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Gender Male – 18% Female – 82%

School Teacher experience Average 27 (for example)

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Subjects & Resources used

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Equivalent Data File from Moodle export

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Electronic message received by the partner coordinator after an answer to questionnaire in the Moodle Platform (example).

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SPSS Students results

EXCEL FILES from Partners Import to SPSS and Adjust : measure; Label

fields; …

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Convert Likert Scales

On Date View, field Value labels

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Convert measure variables in Likert items

Convert from “measure to “ordinal”

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Convert dicotomic variables

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Teachers Questionnaire- Methods Tested

Partner Three Colors

Interactive Ex.(HotPot)

Reading by Writing

Project Work(WebQuest)

Evaluation unit

Follow upChart

Self evaluation

E-portfólio

Total

Filipe Neri 1 - - - - - - - 1

ARAS SKULE 5 1 1 - - 1 1 2 11

EB 2,3 Cardoso Lopes

6 7 - - 1 - - - 14

EB 2,3Santo António

3 4 - 2 - - - - 9

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Methods

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Methods and Subject Matrix

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Students reference Ages, Methods and Subjects

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Subjects and type of resources used

1- Digital Resource ; 2- Books; 3- Documents; 4- Digital & Books; 5- Digital & Books & Documents

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Methods and type of resources used by School

1- Digital Resource ; 2- Books; 3- Documents; 4- Digital & Books; 5- Digital & Books & Documents

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Some results Methods and teacher scores

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Some results Methods and teacher scores Interactions

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Some results

Methods and teacher scores Interactions

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Some results Methods and teacher scores Resources used

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Conclusions – teachers – Aras Skule Methodology 1 – Reading by writing 1 teacher

Conclusions: cooperation between students pupils get challenges at their own level

Methodology 2 – Three colour 5 teachers

Conclusions: students had to reflect more about their own skills and the

subject motivation increases class work more silently

Source :content analysis – Filomena,R. . Custódia, J.

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Conclusions – teachers – Aras Skule Methodology 4 – HOTPOTATOES 1 teacher Conclusions:

motivation increases more focused on the task

Methodology 8 – e-portfolio 2 teachers Conclusions:

better overview of the students situation, both for students and teachers

prompt feedback teacher can give continuous feedback students can do tasks at home and deliver them


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Conclusions – teachers – Aras Skule Methodology 9 – Follow-up chart 1 teacher

Conclusions: students can reflect about their own skills in

order to take the right choices Methodology 10 – Self-evaluation 1 teacher

Conclusions: promotes responsibility in the self-

evaluation both of attitudes and problemsSource :content analysis – Filomena,R. . Custódia, J.

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Conclusions – Teachers – Santo António Methodology 2 – Three colour 1 teacher

Conclusions: allows students to make their own choices according to their own

level.

Methodology 4 – HOTPOTATOES 4 teachers

Conclusions: motivation increases develops students autonomy and responsibility students can repeat the tasks and learn by themselves, if the

reason of the error is presented (awareness) no need for teacher intervention to practice a content (autonomy) prompt feedback and interactivity students can control the pace of their learning students can work at home


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Conclusions – Teachers – Santo António

Methodology 5 – Webquest 2 teachers

Conclusions: motivation increases promotes independent work promotes learning by finding and

creativity improves literacy ( information skills

and others)Source :content analysis – Filomena,R. . Custódia, J.

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Conclusions – Teachers – Cardoso Lopes Methodology 2 – Three colour 5 teachers Conclusions:

motivation and commitment increases improve students ability to self-evaluation helps students to recognize the need to find

information in order to fulfil the task helps students to be aware of their difficulties

and progresses helps students to better learn the content/

subjectSource :content analysis – Filomena,R. . Custódia, J.

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Conclusions – Teachers – Cardoso Lopes Methodology 4 – HOTPOTATOES 4 teachers Conclusions:

motivation increases helps students to recognize the need to find

information in order to fulfil the task improve students ability to self-evaluation students want to learn more and better in

order to get better results in the next try makes possible to adjust the difficulty level

to the student skillsSource :content analysis – Filomena,R. . Custódia, J.

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Conclusions – Teachers – Cardoso Lopes

Methodology 7 – Evaluation Unit 1 teacher Conclusions:

prompt feedback and interactivity helps them to build their own

knowledge


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Constrains – Teachers point view

Cardoso Lopes (notes from the field) More equipment is needed to have the possibility in some

cases one computer for each student.

A better understanding and implementation techniques in the digital resource to have more accurate score in the digital resource.

Teachers don’t have access to digital resources for three color methods and have to build exercises from “scratch” .

Teacher need, most of the times an ICT expertise teacher to build the three colour resource.

Lack of time to create a quality digital resource that are appropriated for their context (discipline, school, students age, previous student knowledge…)

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Conclusions – Teachers - Filipe Néry Middenschool

Methodology 2 – Three colour 1 teacher

Conclusions: students are responsible for there

own choice in learning the lesson


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Conclusions student answers (Three colour and HotPot)

Question 9 - Please tell us if you do learn better this subject by doing this activity in this way.

Students say : they learn better (except one – he/ she had no previous

difficulties ) They had less difficulties They liked to try a different method They appreciate the easy way to access the exercises They better learn the subject They liked to work in autonomous way They liked to decide in what level they work (Three colour) They were fond of the exercises interface and that helps them

to work with more motivationSource :content analysis – Filomena,R. . Custódia, J.

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Conclusions student answers(Three colour and HotPot)

Question 10 - We would like to know what you would change in this task to learn better.

Students say : Most dont´t want to change anything in the

activities. A few students pointed out:

more exercises; increase the level of difficulty; add more resources to the exercises; more help or hyperlinks to additional information.


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Example open question validity – Qualitative data

School one generate Data by answering open question

Answers are analysed by School Cardoso Lopes

School “one” sends their conclusions

School “one” and Cardoso Lopes agree a common conclusion

School “one”, are the partners , ARAS SKULE, Santo António, Filipe Neri

Work in progress

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Project Constrains – Implementation Need more time to validate and analyze

data. No commercial available digital resource

for three color method. Designing the three color method in digital

format need some support to teacher. More time to create digital resource for

the specific method and organize. More time to analyze data

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Other Conclusions – What we got

A practical Scholl / project framework for data acquisition .

A dynamic way to ICT implementation and motivation for teachers and students.

A way to implement curriculum integration with technologies, using ICT and others resources.

A reflection point to better use the digital resources according to a particular context.

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Achievement List of methods using ICT. Evaluation of the methods in context. Digital Resources validated by teachers. Digital resources validated by students. Some metrics about methods, strong

points and weak points. Real data available to be analyzed in

more detail for statistics.

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Organization results to methods used

Complete list of resources with indications of: Subject School Student Age Resource Results

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Contributes from this project

Contribution to obtain a artifacts (digital resources) that can be used by others schools and countries.

Contribution to documented list of ICT methods in Education, that can have evidence of independent learning, according to schools context.

Contribution to build a Project data gathering methodologies, that can prove or obtain evidences in international educational projects using ICT tools (including use of Open Source Software tools).

A experimental model for organizing digital resources, that includes relevant information for teachers .

Many other things…

62Fernando Rui Campos

References Garson,D.G.,2008. Available on Line at http://faculty.chass.ncsu.edu/garson/PA765/

standard.htm

Campos,F. Maio,V. (2008) . Unplublished paper. Medidas em Educação uma Introdução.

Campos, F. (2009). Presentation . Implementation of an International School Data collection project. Comenius Meeting,HOUTHALEN-Belgium, February 2, 2009.

http://moodle.org/, Modules and plugins available at May 15, 2008.

http://www.cardosolopes.net/elearning, available at May 23,2008.

SPSS version 17, http://www.spss.com/

Pallant, J.(2007). SPSS Survival Manual, A Step by Step Guide to Data Anqlysis using SPSS for Windows, 3ª Edition.Open University Press.McGraw Hill Education. USA .

63Fernando Rui Campos

Thanks for your patience

http://www.cardosolopes.net

Fernando Rui P. Campos [email protected]

Agrupamento de Escolas Cardoso Lopes Amadora, Portugal