ICT Thesis

DOCTORAL THESIS

Author : Mg. Raúl Choque Larrauri ([email protected])Advisor : Dr. Cristóbal Suárez Guerrero ([email protected])

Defence: Lima, May 26th 2009.

““Studies in Pedagogical Innovation Classroom and skills Studies in Pedagogical Innovation Classroom and skills development in Infomation and Communication Technologies”development in Infomation and Communication Technologies”

Case of an educational network in Lima, PerúCase of an educational network in Lima, Perú

NATIONAL UNIVERSITY OF SAN MARCOS (UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS)

EDUCATION SCHOOL

“The mind is not a vessel to be filled, but a fire to ignite”

Plutarco

Research problem Objetives Theoretical framework Methodology Results Conclusions Recommendations

Index

Research Problem

In Lima, 35% of households have a computer and 23% have Internet (INEI, 2008). In Lima, 95% of youths between the ages of 12 and 17 years use the Internet permanently (APOYO, 2008). 89% of high school students use the Internet to search information, 76% for communication, 42% for entertainment and 19% for education (INEI 2008).

Since 2002 it has been integrating the ICT in education, which began with the Huascaran Project and currently through the Educational Innovation Classroom, where students enter into internet 144 teaching hours a year.

How does the study in the Pedagogical Innovation Classrooms for the ICT skills development of high school students of an educational network of San Juan de Lurigancho district in Lima influence?

Research problem

San Juan de Lurigancho district located at northeast of Lima. The most populous district in South America with a population of 812 000 inhabitants of which 79% are from socioeconomic segments C and D. It has 50 008 high school students in public educational institutions, in 12 educational networks.

EDUCATIONAL NETWORK N° 11

07 E.I. of public high school education

3 685 public high school students

Research Location

Objetives

Objetivos

General purpose

Determine whether the application of the study in the Pedagogical Innovation Classroom enhances the development of ICT skills in high school students of an educational network of San Juan de Lurigancho district of Lima.

Specific purpose Find out if the application of studying in a Pedagogical Innovation

Classroom improves the development of information acquisition capacity.

Determine whether the application of studying in the Pedagogical Innovation Classroom improves the development of teamwork capacity.

Determine whether the application of the study in the Pedagogical Innovation Classroom improves the development of learning strategies capacity.

Hipótesis

General hypothesis

The implementation of the study in the Pedagogical Innovation Classroom improves skill development in information and communication technologies in high school students an educational network of San Juan de Lurigancho Lima education.

Specific hypothesis The implementation of the study in the Pedagogical Innovation

Classroom enhances the development of the acquiring information capacity on students.

The implementation of the study in the Pedagogical Innovation Classroom improves the development of teamwork capacity among students.

The implementation of the study in the Pedagogical Innovation Classroom enhances the development of strategies learning capacities among students.

Variables

Dependent variable

Capacities development in information and communications technologies - ICT capacities.

Independent variable

Study in Educational Innovation Classroom

Theoretical Framework

Theoretical Framework

Agrarian Society

Industrial Society

Network Society

1750 19558000 a.c. Electronic Society Pre-figurative Society Information Society Knowledge Society Virtual Society Network Society

Abaco3000 A.C. Calculating

machine1500 D.C. Compass

1579Electronic

Speech Synthesis

1937Electromechanical

Computer1940 Computer

1950 Desktop Computer

1981

Wall painting

News bulletin59 A.C.

Paper (China)105 D.C.

Printing1450

Newspaper1502

Radio Emission

1918

Tv Color1960

Fire and smoke signals

Trumpet and

bugle100 A.C.

Chappe Telegraph

1794

Internet1969

Transatlantic cable1856

Telephone1876

Cellphone1984Electromag-

neticTelegraph

1837

TVEmission

1927

Theoretical Framework

Languaje Revolution Writing Revolution Printing revolution Computer Revolution

Linguistic Information Linguistic Information

Writing Information

Writing Information

Linguistic Information

Printing Information

Writing Information

Printing Information

Electronic Information

Linguistic Information

Theoretical Framework

Capacities development ICT Theories

DISTRIBUTED COGNITIONS

Salomon

Computer and Internet are a cognitive tool.

They are extensions and prostheses of mind.

Learning is done in conjunction with technology.

The technology has effects OF it in the mind.

SOCIO-CULTURAL APPROACH

Vigotsky

BRAIN ACTIVATIONGary Small

Our brain is being exposed to new sensorial stimulation, altering its operation.

The plasticity of the adolescent brain allows learning new technological skills.

We expose our brain to new technologies, generating activation of new brain areas.

The tools are the computer and the Internet and the sign is the hyper-textual language.

With the use of artificial means, mediation changes the higher psychological functions.

Mediation modifies the subject generating new capabilities.

Development stages Origin Composition Process working Relationships

Lower mental function - reflexes, instincts, survival behaviors.

Genetically and biologically inherited

Determined by biological genes

Involuntary behavior

Physical and biological relationship

Higher mental function - communication and cultural activities

Socio-cultural acquisition

Mediated by social situations, Internet, computer, etc.

Social behavior Relationship through the communication, the language

Level of development in the human being functions

They are specific tools that facilitate relations with the nature in the outward appearance.

Example: Computer, pencil, pen.

Tools (resources)

Psychological tools includes different sign systems: numbering systems, outlines, diagrams, maps, drawings, hypertextual language, icons, etc.

They are the fundamental mediating instrument of psychological action.

Signs have a social character, they are the result of cultural practices.

Signs

Distribution means sharing authority, languages, tasks and cultural heritage.

People think in conjunction or association with others and with the help of tools and media culture provides.

Distributed cognitions don´t have a unique place within the individual, they are scattered.

One thing is individual cognition and other distributed cognitions.

Distributed conditions are in a system comprising an individual and peers, teachers or tools from the culture.

The only cognitions which aren’t distributed are those belonging to the knowledge of a higher-order of a field.

Physical and social resources outside the person participates as a vehicle of thought.

Gavriel Salomon

Distributed cognitions

Person´s congnition

Distributed Cognition

Distributed Cognition

Distributed cognitions

Subject:students

Objet: Acquisition of ICT skills

Outcome: Competent performance in Network Society

Rules: schedule, PIC classroom use Community:

Teachers,parents

Division of labour: Among teachers

Tools:Computers, internet, hypertext

Activity system

Adapted from Engeström, 1987

Mental functioning Reorganization

Evolut

ionar

y Unit

Effects

WIT

H: Inte

llectu

al Aso

c.

Effects

FROM: C

ognit

ive R

esidu

e and

Expan

sion o

f cog

nitive

facu

lties

ICT skills are cognitive, affective and psychomotor conditions that enable students to use ICT to access, obtain, organize, evaluate, create and communicate information, as well as perform learning strategies with an educational purpose, in order to facilitate their full development and development in the Network Society.

Theoretical Framework

International Society for

Technological in Education (ISTE)Standards 2007

Organization for Economic

Cooperation and Development

(OCDE, by its initials in Spanish)

2005

Carlos MonereoAutonomous University of

Barcelona(UAB, by its initials in

Spanish)2005

Peruvian Ministry of Education

(MINEDU, by its initials in Spanish)

2006

1.Creativity and innovation2.Communication and collaboration3.Research and informational fluency4.Critical thinking, problem solving and decision making5.Digital citizenship6.Technology operations and concepts

1.Ability to use language, symbols and text interactively

2. Ability to use knowledge and information interactively

1.Ability to use technology interactively

1.Learn to seek information and learn

2.Learn to communicate

3.Learn to work with others

1.Learn to participate in public life

1.Data Acquisition (Research)

2. Teamwork

Learning strategies (production of materials)

Theoretical Framework

Methodology

TYPE OF STUDYThe research was quasi-experimental with posttest, nonrandom control group, quantitative.

G1 = Experimental groupG2 = Control group X = Participation in the Pedagogical Innovation ClassroomO1 = Post test experimental groupO2 = Post-test control group

NA G1 X O1

NA G2 - O2

Methodology

Strategy for hyphotesis test

Student’s t-test, for media difference in independent samples. It is a statistical test to assess whether two groups differ significantly regard to their mean. Software SPSS 15.0 © was used.

The value of significance of the test is 0.05 (5%), if over the null, hypothesis is accepted, if under the null hypothesis is rejected.

2211

21

// 22 NSNSxxt

Population and sample

Years E.I. 0087 José María Arguedas

E.I. 0132 Toribio de Luzuriaga y

MejíaE.I. 0137 Miguel Grau Seminario Sub-Total

4th. Year 75 91 120 2865th. Year 67 106 122 295TOTAL 142 197 242 581

Years E.I. 100 E.I. 0119 Canto Bello

E.I. 0161 Moisés Colonia Trinidad

E.I. 0169 Sub-Total

4th. Year 109 61 27 76 2735th. Year 132 60 27 68 287TOTAL 241 121 54 144 560

Experimental group

Control Group

Population and sample

INCLUSION CRITERIAS

Male and female students attending the 4th and 5th year of high school education.

Students from public schools. Educational Network Students N° 11 of the Educational

Management Units N°05 of Lima.

Test was applied to 4th and 5th year of high school.

Instrument

A ICT capacity instrument was performed. The instrument was validated in "expert

judgment" by the validity coefficient of Aiken. (Ezcurra, 1988).

A pilot study was pursued, where Alpha Cronbach, was considerable ACCEPTABLE.

Variables ExperimentalGroup

ComparisonGroup x2(gl) Value

pN=581 N=560

% N % NGender Male Female

45.654.4

265316

47.552.5

266294

x2(1)=0.409 0.522

Repetition situation Yes No

5.394.7

31550

4.895.2

27533

x2(1)=0.156 0.693

Household socio-económic level High Medium Low Very low

1.781.815.7

0.9

10475

915

2.078.818.0

1.3

11441101

7

x2(3)=1.778 0.620

Head of household educational level Higher High School Elementary No education

18.670.710.3

0.3

108411

602

19.366.313.6

0.9

10837176

5

x2(3)=4.829 0.185

Homogeneity groups

Variables ExperimentalGroup

ComparisonGroup x2(gl) Value

pN=581 N=560

% N % NActivities performed after going to schoolStudyWorkOther

57.812.929.3

33675

170

57.713.428.9

32375

162

x2(2)=0.063 0.969

With a computer at homeYesNo

25.075.0

145436

24.175.9

135425

x2(1)=0.111 0.739

You have Internet access at home YesNO

15.584.5

90491

14.585.5

81479

x2(1)=0.236 0.627

Media DS Media DS t(gl) Value p

Age 15.34 0.9319 15.36 0.999 t(1139)=1126.30 0.748

Homogeneity groups

Outcomes

Places with greater use of internet

0

10

20

30

40

50

60

70

80

90

At home At school Public Internet booths

Another places He/she doesn´t use

Experimental

Control

Person who teaches the use of Internet

0

5

10

15

20

25

30

35

40

45

Teacherat school

My friends My family Myself Others No use ofInternet

Experimental

Control

Main activities that carry out

0

10

20

30

40

50

60

70

80

90

Search for information Communication (E-mail andchat)

Type school works

EXPERIMENTAL

CONTROL

Hyphotesis test

When applying the Student t-test, to compare each sub hypothesis, in all the cases the results were p <0.05, with statistically significant differences between the scores of the three skills covered in the evaluation of posttest experimental and the control group.

Acquisition of Information capacity outcomes

0

10

20

30

40

50

60

70

80

90

100

Browsin

g the

Inter

net

Enter to

Proy

ecto

Huasca

rán web

Enter o

f stud

ents

sectio

n Hua

scarán

web

Enter o

thers

educ

ation

al pe

ruvian

website

s

Enter o

ther e

ducat

ional

website

s from

diffe

rent c

ountr

ies

Perform

simple

searc

hes f

or tas

ks

Perform

adva

nced

searc

hes

Search

in oth

er lan

guag

es

Use se

veral

brow

sers f

or tas

ks

Evalua

te sci

entific

infor

mation

Create

book

marks o

n the

compu

ter

Organiz

e boo

kmark

s on e

duca

tional

issue

s

Save file

s for

tasks

Prepare

docum

ents w

ith in

formati

on ob

taine

d

Experimental

Control

Teamwork capacity outcomes

0

10

20

30

40

50

60

70

80

90

100

Create

my email

Escribir

y en

viar c

orreo

s a m

is com

pañe

ros

Write an

d sen

d mail

to my c

lassm

ates

Create

a maili

ng lis

tEnte

r the c

hat

Chat w

ith m

y clas

smate

s

Enter a

virtua

l forum

Particip

ate in

a vir

tual fo

rum

Create

a disc

ussio

n foru

m

Crear m

i web

log

Particip

ate in

grou

pal w

eblog

s

Post i

n wikip

edia

Particip

ate in

a co

llabora

tive pr

oject

Particip

ate on

the w

ebsite

of th

e sch

ools

% Experimental

Control

Learning strategies capacity outcomes

0

10

20

30

40

50

60

70

80

90

100

Develo

p hom

ework

in W

ord

Develo

p hom

ework

in Exce

l

Develo

p hom

ework

in Pow

erPoin

t

Create

conce

pt map

s

Develo

p mind

map

s

Use ed

ucatio

nal g

ames

Create

a data

base

of ta

sks

Play ed

ucati

onal r

adio

by in

terne

t

Downlo

ad bo

oks a

nd ot

her d

igital

files

Summari

zing t

he in

formati

on

Using e

-dictio

nary

Make p

resen

tation

s of c

ollabo

rative

proje

cts

Rework

texts

foun

d

Develo

p a web

site

% Experimental

Control

Debate

Students use the internet mainly for: search for information, communication and learning strategies. These results are similar to those of the ODCE and ENLACES.

ICT capacity development is evident through the student interaction with ICT, with or without assistance. These results are compared with the results of OECD and ENLACES.

The information acquisition capacity is the most developed, this contrasts with OCDE and ENLACES results.

Conclusions

Conclusions

1. The study in pedagogical innovation classrooms allowed further development of information acquisition capacities. Significant differences were found in entering educational portals, to discern scientific information, perform advanced searches and use information for homework assignments

2. The study in the pedagogical innovation classrooms allowed further development of the capacity for teamwork. Significant difference was found in the use of e-mail for school aspects, income and participation in forums, weblogs and Wikipedia.

3. The study in the pedagogical innovation classrooms allowed further development of learning strategies capacities. Significant differences in use of power point, mind maps, concept maps, database, use of e-dictionary and digital library and performance of texts for homeworks was found.

4. The technologies are social products that aims to be channels or roads for the transmission of knowledge, thought and cognition.

5. Cognition is not an isolated process that happens only in the brain of the person, but cognition with ICT is the "brain-plus", it means it is the brain plus computer and the brain plus the internet. Cognition is performed in a distributed manner.

6. Technological media are extensions of our central nervous system. Therefore, ICT require significant attention in the present context, it means in the Network Society, especially in the educational field.

Conclusiones

Recommendations

Recommendations

1. With regard to the ability to acquire information, it is necessary to continue to the next step of transforming information into knowledge, for which is key the mediation of the teacher, through the development of a series of cognitive processes such as analysis, abstraction, systematization, use and processing.

2. With regard to the ability of teamwork and collaborative work among students using ICT, you have to promote a better use of forums and other spaces where students can present their schoolworks.

3. With regard to the ability of learning strategies should promote the use of concept maps, digital maps and different digital resources such as dictionaries and libraries.

3. The challenge is to provide more training to teachers so that they are on par with what students can now do with ICT.

4. As students learn FROM the technology, then must be trained in the ICT educational use. In this way, we will have students that learn WITH technology and FROM the technology. Cognitive residues obtained will be very useful in their learning. Should redistribute cognition.

5. Technologies must be integrated into the education system as a central part in this new socio-technological context in which we are currently living. In this perspective, ICTs must be seen as vehicles of thought and its use generates a series of cognitive residues that are themselves new technological capacities that humans are assuming gradually.

Recommendations

Annexes

Validation conducted by ICT expert educators

Pilot study with students

Tools’ implementation

Students who participate in the research

http://blog.pucp.edu.pe/raulchoque Opening: July 2008 ---- 17 831 visitors

Publishing

JOURNAL: EDUCATIONAL SIGN N° 167, July 2008.

JOURNAL: EDUCATIONAL SIGN N° 168, August 2008.

Publishing

“None technology is innocent and all technological introduction inserts a social, symbolic and human value in its machinery”.

García, 2006.

Objetive: To determine if the study in Pedagogical Innovation Classrooms enhances the conventional development of ICT capacities in high school students, compared to conventional development of ICT capacities.

Methodology: A quasi-experimental research with posttest compared to a comparison group. Were studied 1 141 students of 4th and 5th year of high school education of the Educational Network No. 11 of the Education Management Unit of San Juan de Lurigancho in Lima. The variables analyzed were acquisition of information, teamwork and learning strategies.

Outcome: There was a significant increase in the three skills covered in the students of the experimental group compared to those in the comparison group.

Conclusions: The study in Pedagogical Innovative Calssroooms enhances the development of ICT skills, because this learning is done from the same fact that students learn FROM technology and WITH technology.

Keyboards: ICT Skills, education, learn from technology

Summary

NATIONAL UNIVERSITY OF SAN MARCOS (UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS)

EDUCATION SCHOOL

DOCTORAL THESIS

Author : Mg. Raúl Choque Larrauri ([email protected])Advisor : Dr. Cristóbal Suárez Guerrero ([email protected])

Defence: Lima, May 26th, 2009.

““Studies in Pedagogical Innovation Classroom and skill Studies in Pedagogical Innovation Classroom and skill development in Infomation and Communication Technologies”development in Infomation and Communication Technologies”

Case of an educational network in Lima, PerúCase of an educational network in Lima, Perú