from classroom to lab:
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ICT's teaching literacy, numeracy in an African contextTRANSCRIPT
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