Using Distance Learning for Teaching EFL in Multigrade Primary Schools

Using Distance Learning for Teaching EFL in Multigrade Primary

SchoolsSophie Ioannou-Georgiou and Nicos Sifakis

Cyprus Pedagogical Institute, Hellenic Open University & Research Academic Computer Technology Institute (RACTI)

Learning Technologies in the Language Classroom

Nicosia—Cyprus,26-28 May 2006

Project supported by Socrates/Minerva Action (Open and Distance Learning (ODL) and

Information and Communication Technologies (ICT) in Education)

Background to the project

• Multi-grade schools exist in most countries– Very beneficial for local community– Sometimes pose problems as regards the

children’s education

• Often these problems may be a serious reason for families moving

• …. potentially leading to school closure

Finland

Greece

Cyprus

UnitedKingdom

Poland

ResearchAcademicComputer

TechnologyInstitute

Hellenic OpenUniversity

CyprusPedagogical

Institute

University of

JyvaskylaChydenius Institute

University of

WarwickCeNTRE

NationalIn-ServiceTraining

Partnership

Issues• Greece: English language learning, although compulsory

according to the official curriculum, is not taught at all in multigrade schools (>40% of primary schools)

• Finland: Special subjects (Foreign languages, Music, Arts, handicraft) are not taught adequately well (~30% of primary schools are multigrade isolated schools)

• Cyprus: Same situation for English language learning

• Poland: Same situation for English, Science, Arts

• United Kingdom: Same situation for Foreign language learning (e.g. French)

Multigrade primary schools in Greece

• 1-teacher schools: 1039

• 2-teacher schools: 1001

• 3-teacher schools: 472

Greek Partners: Hellenic Open University, Research & Academic Computer Technology Institute

Multigrade Elementary Schools in Greece

1:02:43:0

1:82:1253:8

1:12:673:81:2

2:33:8

1:242:73:7

1:82:183:13

1:102:123:5 1:10

2:123:18

1:62:13:12

1:22:63:1

1:42:143:11

1:152:383:11

1:82:53:5

1:72:143:12

1:512:363:24

1:142:193:9

1:212:73:2

1:362:313:10

1:622:243:18

1:672:243:12

1:212:193:13

1:32:93:1

1:292:193:3 1:26

2:83:1

1:822:343:13

1:202:183:6

1:372:353:211:19

2:133:9

1:52:33:11

1:92:83:181:10

2:213:14

1:152:183:6

1:472:413:11

1:382:533:26 1:21

2:123:5

1:292:273:10

1:292:183:6

1:122:153:7

1:132:183:9

1:162:123:12

1:42:53:2

1:212:113:0

1:122:83:3

1:172:163:14

1:122:33:9

1:752:353:19

1:42:23:2

1:02:43:2

1:152:243:13

1:32:103:4

1:152:103:6

1:242:53:2

1teacher: 1039

2teacher: 1001

3teacher: 472

Sum: 2512

Number and percentage of students at Multigrade

Elementary Schools(according to the total number of the

Prefecture's Elementary Schools’ students)

183912%

Total in Greece: 27.012 students

4% of the total number of students at Elementary Schools

1203

21%46810%

613

15%

17429%

6549%

260

16%

4987%

318

35%

81910%

7755%

173513%

1887%

110913%

1938

19%

19443%

4545%

228311%

1081%

1716%

1409

16%2258

34%

1005

15%

32910%

3585%

1536%

57212%

8318%

88510%

74310%

1342

28%

215313%

4729%

4597%

585%

7836%

86410%

133113%

84110%

49314%

924

15%

34513%

8879%

1334

17%

7899%

977

27%

336

16%

5508%

3734%

2898%

5610.5%

7753%

Multigrade Schools in FinlandType

of the school

Numbers Change from

2005-06

Pupils Teachers

Small school/

Multigrade school

1243 -106 38330 3645

Finnish Partners: Chydenius Institute, Kokkola University Consortium

Multigrade Schools in Poland

• about 300 multigrade (primary) schools

• often shut down by the local authorities

• supported financially / run by different private and social associations

Polish partner: NATIONAL IN-SERVICE TECHER TRAINING CENTRE (NTTC)

Multigrade Schools in Cyprus

1-teacher schools 1

2-teacher schools 40

• Cyprus partner: Cyprus Pedagogical Institute

Problems . . .

• Complete absence of certain lessons

• A lower quality educational experience for multigrade students (in some subjects)

• Lack of support for the teacher

• Lack of wider socialisation of the students

• Fewer learning experiences for the students

Project MustLearnIT:A proposed solution

• Employ existing school resources and technological infrastructure– One computer per classroom– Most basic level of Internet access

• Maximise use of existing more specialised/experienced teachers in larger schools

• Use existing textbooks and materials• Employ distance learning

– A combination of both synchronous and asynchronous modes of learning

Project MustLearnIt:A proposed solution

• Integrate multigrade students in larger school classrooms

• Provide support for the multigrade teachers and train them through mentoring and collaborative work

IMPLEMENTATING DISTANCE LEARNING TO YOUNG LEARNERS

Challenges faced:

Pedagogical

Operational

Technical

Pedagogical Challenges

• subject-matter-oriented– e.g. practising all 4 skills – using communicative language, etc.

• learning-oriented– e.g. providing feedback – anticipating problems (especially in the asynchronous

mode)• integrating web-based learning into the school

curriculum• providing well-designed tasks• providing well-designed rubrics

Operational Challenges

• Balancing Synchronous Vs Asynchronous Learning• Value for both schools• Synchronous Materials

– learner/computer arrangement – delivery and role of mother tongue– central vs. remote school: balancing participation– need to encourage and include interactivity with

teacher– need to encourage and include interactivity between

students– Educational material:

• Technical aspects • Pedagogical aspects• Practical aspects

Operational Challenges

Asynchronous Materials should:cater to needs of:

• teachers

• young learners in central/large school

• young learners in multigrade school

They should, therefore:• be well structured• have variety of levels• offer feedback to the learner• offer feedback to the teacher• include added value offered by technology (e.g. variety of media, interactivity, etc.)

Technical Challenges

• Low bandwidth– does not support video– may cause delays or break up in audio or

complete loss of connection if many people join

• Irregular Internet connections– scheduled lessons may not materialise

• Sometimes not enough computers available

Other practical challenges

• Preparation of educational materials for synchronous and asynchronous learning is time-consuming

• Teachers need on-site support

• Students and teachers need training

• Progress of central and remote school most probably will not coincide

Solutions found by project partners:

• Synchronous Learning Platform: “CENTRA”

Supports video and audio

Includes:• Whiteboard • Text-chatting function• Option for dividing students into groups• Projecting presentations• Web safari• Saving interactions/lessons

Solutions found by project partners:

• Asynchronous Distance Learning support platform (MOOdle)– Uploading activities and instructions– Student forums– Enables student tracking

Solutions found by project partners:

• Support for the teachers:– Face-to-face training– Online help by project coordinators– Asynchronous forum for support by project

coordinators – Asynchronous forum for support between teachers– Preparation of materials and lesson plans by

coordinators in coordination with teachers– On-site technical set-up– On-site visits by subject specialists

Where are we now?

• Completed piloting phase in Cyprus, Greece and Poland and Finland:– First set of materials– Teacher training– Student training– Technical issues

• Continuing the design of lesson plans and materials

• Preparing further training for the teachers• Sorting out identified technical problems

Where are we now?

• Designing evaluation methods for the project:– Motivational issues– Learning issues

• Full-scale implementation as of September/ October, 2006

Thank you!

Project homepage:

http://mustlearnit.cti.gr/

[email protected]

[email protected]