Why Information Technology in Education and How?

Lee Fong-Lok 2004/1/14

Wong N.Y. 2001

Wong N.Y. 2001

How we are using IT

How IT helps?

Using PowerPoint

Literature Review Overhead transparencies versus PowerPoint Evans, 1998,, General Psychology module, 87

received traditional lectures, 64 received lectures with PowerPoint

increase students’ grades. Improve lecture attendance rates, May reduce certain disruptive behaviors during

the lectures.

Using PowerPoint

Harknett and Cobane, 1997, 80% PowerPoint lectures benefited their learning Visual emphasis helped recall lecture materials PowerPoint slides easy to update and create

electronic handouts

Using PowerPoint

Lowry, 1999, 3 cohorts of students (N>130 in each), Environmental Science course in the UK. PowerPoint groups achieved better grades PowerPoint groups had a positive attitude

towards the method Features found specially appealing: Use of a

PC, the visual aids, presentation format, lecture structure, clarity.

PowerPoint vs. overhead or blackboard

assisted lectures (Szabo & Nastings, 2000)

Are more attention capturing Are more interesting Are easier to follow and/or to understand Are visually clearer Better emphasize the important concepts Are better structured for presentations Are more beneficial for learning

What students would like to see in PowerPoint lecturing?

Vary size and shape of fonts (87.1%) Adopt PowerPoint lecturing in all modules

(72.0%) Have more illustrations (64.9%) Use light background with dark fonts 62.7%) Vary colors freely within the lecture (51.0%) Use line-by-line presentations (50.0%)

Effects

Convenient to use Easy to update and store Possible benefits on recall, Students like PowerPoint as a lecturing

method, Not accompanied by better academic

performance. Novelty may be the reason.

Issues to consider

Teaching or Learning: To the students versus with the students

Rigid Teaching Sequence: Pre-conceived sequence of teaching/learning process

Multimedia: Seeing is believing? Seeing is understanding?

How IT helps

• Computer-assisted Instruction (CAI)• Computer-assisted Learning (CAL)

CAI ITS Technology-supported

Learning Environment Web-based Learning

Webquest – project-based Learning

Mindtools (Cognitive Tools)

Computer-Assisted Learning

Theoretical Background individualization, behavioral objectives--

(Baker, 1978)

Characteristics a sequenced series of

experiences --alternate paths

independent pacing -- controlled, contingent reinforcement given

evaluate performance quickly and accurately.

Examples: http://course.fed.cuhk.edu.hk/2002_1_EDD5169BD_20/唐伯虎點秋香 http://www.cse.cuhk.edu.hk/~mhp/

What else can be achieved with CAI besides technology?

• Simulation: provide experiences in virtual-reality.

• Drill and practice: useful in rote-learning• Free exploration within system: chances

for elaboration

Factors contribute to the success of CAL:

relevance to learning objectives: compatible with syllabus, seen as relevant by student.

teacher's philosophy of teaching and learning.

hardware and software considerations.

Against IT in Education

the lecture-and-text-based model of education is so strongly entrenched,

technology alone cannot change the world

the use of communication media has proved to be a failure.

Using computer and using other media: the same situations?

Advantages in using computer over other media:

1. ability of feedback,

2. enabling students to work at own paces,

3. possibilities of simulation, sound, animation and digital video.

Not all inventions proved to be fail in education. (e.g. paper)

What is ITS (Intelligent Tutoring Sysem)?

• simulate the human tutor by putting their knowledge and inference mechanisms into computer systems.

• communicate with the users intelligently

• make inferences about students’ knowledge based on what they have entered

• a diagnostic capability that can deduce the learner’s knowledge from his interactions with the system as he tries to handle the educational tasks posed to him (Mandl & Lesgold, 1989)

An Example: Electronic Homework http://www3.fed.cuhk.edu.hk/ehomework

Drawbacks of ITS

most such systems focus on domain areas such as mathematics and computer programming

instructions are mainly on procedural knowledge and the domain knowledge is more restricted. seen as superficial by those who emphasizes

understanding, metacognition, and personal growth as educational goals

the skills that are most amenable to being rendered redundant by the advent of computer-based tools.

WEB-based Teaching Today?

Repository of teaching materials Class administration Information dissemination Student-teacher interaction (Yet another) Broadcasting medium Searching for information Examination medium Virtual laboratories

WebQuest

A WebQuest is an inquiry activity that presents students with a challenging task, provides access to an abundance of usually online resources and scaffolds the learning process to prompt higher order thinking.

The products of WebQuests are usually then published on the Web for some real feedback. WebQuests usually involve a controversial topic.

The WebQuest could help students construct their own mental models of standing through active inquiry.

The WebQuest(ions)

An inquiry-oriented activity Teachers choose Web resources for students to use Built around pre-selected resources Can involve group work Support analysis, evaluation and synthesis of

information

Adapted from the articles by Bernie Dodge, San Diego State University“Some Thoughts about WebQuests”(http://webquest.sdsu.edu/about_webquests.html ) and“Building Blocks of a WebQuest”(http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm )

The WebQuest Model

Introduction sets the stage and provides some

background information. An instructional set that stimulates prior

knowledge and prepares students for new learning.

Task or Problems The challenge or conflict to be addressed in

the WebQuest activities

The WebQuest Model …

Process students go through in accomplishing the

task Collaborative teams are formed Specific guided activities

Information sources information needed to complete the task Web-based Print or video resources

The WebQuest Model …

Evaluation Open-ended for products created by students as a

result of their problem solving. Conclusion

The closure to the quest Reminds the learners about what they've learned

Teacher’s page information to help other teachers to implement the

Webquest, including: target learners, curriculum contents, notes for teaching the unit, and, in some cases, examples of student work

References and citations

An Example: http://course.fed.cuhk.edu.hk/s021562/EDD5169D/

Human Minds are limited

limited capacity of human short-term and working memory,

knowledge in long-term memory may not be well-organized

May not use some effective cognitive strategies

Writing

?

?

Cognitive Tools (Mind Tools)

mental and/or technological devices which support, guide and extend the thinking processes of their users

simplifies, rather than complicates the user's tasks aid the construction of knowledge by compensating

for three major constraints of the human cognitive system: the limited capacity of human short-term and working

memory, the organisation of knowledge in long-term memory, and the learner's use of cognitive strategies.

Task

Think of a cognitive strategy you used in Reading

comprehension Preparing for

examination Reading a novel

Cognitive Strategy you used ? ? ?

Cognitive Tools

Internal: such as cognitive and metacognitive strategies

External, extend the thinking processes of learners. engage learners in more meaningful cognitive

processing. used for the construction and facilitation of knowledge can be applied to mediate learning in most subjects.

preceding computer technology: writing systems, systems of mathematical notation and systems of visual/spatial representation

computer-based procedures and environments

Areas of application

direct problem solving, creating something, i.e. a product, idea or

procedure, finding new uses for computing.

Common Software

word processors, spreadsheets, graphics, adventure games and simulations.

Examples: http://www3.fed.cuhk.edu.hk/ited/Mindtools/Spreadsheet/ExcelUse.htm

Conclusion - The changing views of using technology Computer-assisted Instruction

Based on Behavioral Theories

Intelligent Tutoring Systems Based on Cognitive Theories

Technology-supported learning environments Based on Constructivism/Social Constructivism Integrate IT in Learning

What is next?• How particular technologies or delivery media frame

what is teachable and unteachable?

What trend do you find?

What ICT brings

There is almost universal agreement among American educators and laypersons that one of the most important features of a modern school is an up-to-date technology infrastructure. It has become a common mantra that every student should have access to a computer and that every school should have high-speed access to the Internet. “Computer literacy” is a much-heralded goal for all children and is seen as a prime focus for instruction at every age and in every subject. All this is being promoted in the name of education reform, which purports to restructure U.S. schools in order to make them more compatible with the needs of the post-industrial Information Age.

---- The Trojan Horse of Education by Daniel Greenberg

link themselves directly to the most up-to-date sources of information on virtually any topic they choose to pursue

it is a simple matter for any person to link up with others having the same interests, anywhere in the world, and to engage in mutually

The Learning Environment of the 21st Century

Active learners and teachers as facilitators Life-long learner Learning is a process of discovering knowledge, not

merely relaying facts. Learning is a process of discovery and should start

with experiences, observations, and lead toward theory

What important are the abilities of collaboration and problem-solving

De-emphasis of specialized subject matter such as social studies, geography and general science

Formal grading versus non-grading

Ben-Jacob, Levin & Ben-Jacob, 2000

Experience Knowledge

Teacher

Student

Experience Knowledge

Teacher

Student Student

Teacher

KnowledgeDatabase

ExpertSystem

Student Student

A

Oral Tradition Paradigm

B

Current Paradigm

C

Technology -based paradigm

Figure 1 Schooling Models of the Past, Present, and Future (Source: Branson, 1990, p. 9)

The Traditional System:

Regional boundary

Single nation, limited cultural environment,government controlled

School

Teachers

Libraries

Publishers

Students

Students

School

Teachers

School

Teachers

Knowledge Providers (publishers, libraries, tutorial schools, museums, …)

Multi-nations, multi-cultural environment,loosely controlled by governments

The Paradigm Shift:

Internet boundary

Figure 2 “Schooling” in the Internet Age (Source: Fung & Pun, 1997, p. 20)

What ICT brings

New ways of Learning New Learning Mode

New Teachers’ Role Importance of Interaction and Communication

Importance of Generic Skills

Theoretical Bases

Social-cultural Learning Theory – Piaget, Vygotsky Computer-supported Collaborative Learning (CSCL):

Scardamalia and Bereiter’s Computer supported intentional Learning Environment (CSILE)

Constructivist Theories: Learning by Design and Project-based Learning

Onwel Fellow's Faculty Seminar

Marlene Scardamalia and Carl Bereiter

Professors, Ontario Institute for Studies in Education, University of Toronto

Chair: Dr. Nancy Law

Does Education for the Knowledge Age Need a New Science?

The ability to generate new knowledge is coming to be seen as a major determinant of the health and wealth of nations (Romer, 1993). The need to educate people for this emerging "knowledge economy" is widely recognized

as a new challenge for education, but it is not so widely recognized as a new theoretical and scientific challenge. The apparent assumption of most writers on the topic is that Constructivism and Situated Cognition provide an adequate theoretical basis. But both of these have to do with processes by which existing knowledge comes to be embodied in the minds and practices of individuals and communities. Thus they do not address what, if anything, is distinctive about individuals and groups whose goal is the construction of new knowledge. Knowledge building, in contrast, is directly concerned with the creation of new knowledge, whether this occurs within a Knowledge Economy organization or a school classroom. A scientific basis for collaborative knowledge building needs to draw not only on the learning and cognitive sciences but also on such diverse areas of inquiry as dialogue, dynamic systems and memetics, insofar as these relate to the ability of collaborative groups to generate new knowledge. A challenge we are facing in our current research is to bring these and other strands together into a coherent theory that is applicable across the range from the imaginative fabrications of the young child to the disciplined creativity of the mature scientist or designer.

Thursday, 15 January 2004, 3:30 to 5:00 p.m.

Room LG-01, Hui Oi Chow Science Building

The University of Hong Kong

ENQUIRIES

Office of Research, Faculty of Education

Room 125, Hui Oi Chow Science Building

The University of Hong Kong

Tel. 2859 2781, Fax. 2547 1924

E-mail: syslau@hkusua.hku.hk

URL: www.hku.hk/education

The Public provides funding for school-based technologies

Today’s students become tomorrow’s ”knowledge workers”

?

Technology makes learning easier and more efficient

? Deep and meaningful Learning

Schacter & Fagnano, 1999

Worries

What is happening – The Boom is behind us

In all sectors of education, signals appeared indicating that the seemingly unending upward curve of computer-based technology adoption was hitting a plateau. This suggests that we may actually be seeing the end of the growth curve for information technology in education. This should not be surprising, but it always seems to come as a shock to the new-media enthusiasts of each generation, who say: “Pretty soon, all lectures will be replaced by radio . . . no, television . . . no, teaching machines . . . no, computers . . .”

Molenda, M, & Sullivan, M. (2001). Technology in Education: The Boom Is Behind Us. TECHNOS Quarterly For Education and Technology Vol. 10, No. 3.

What is happening in the USA

some $10 billion is spent annually on instructional materials used in schools.

Teachers themselves spend about 13 percent of that amount from their own private funds ($437 per year of their personal funds to buy materials for their classes )(Hance, 2001, January).

98 percent of all U.S. public schools were connected to the Internet (Cattagni & Westat, 2001).

Similarly, virtually all schools have some computers on the premises.

Teacher Computer Use.

only 20 percent of teachers used the Internet to communicate with parents

only 18 percent posted lesson plans online. among teachers who have Internet access, 60 percent

said they spent less than 30 minutes online each day (which is less than the average user).

(a NetDay survey,2001) Becker and Riel (2000) found that those categorized

as the least professionally engaged tended to be more transmission-oriented in their teaching philosophy (as opposed to a more constructivist posture), and were far less likely to use computers in learner-centered ways (group work, projects, or active, cognitively challenging pedagogy). What is our situation?

On traditional teaching

….there had been many reflections in recent years on traditional conditions of learning that are previously thought to hamper effective learning, especially with the unfolding of the “myth” of the CHC (Confucian Heritage Culture) learner phenomenon. Large classes, authoritative teachers, “cold” environment, repetitive learning, chalk and talk … are found to carry deeper meanings and are not as bad as people once thought of (Watkins & Biggs, 1996, 2001; Wong, 1998).

網上教育是否適合華人學生 ?

學習類型 表面 (surface)

只為達到最低要求便滿足 一般不能解釋文章作者所要傳達的訊息，而只

能記憶文章的片段 深入 (deep)

源於對學習內容的內在興趣 較能表達文章作者的用意，並且經常能夠引用

文章的片段以支持個人的看法

由於學生孕育於不同的文化背景所形成的環境，而形成的愛好及習慣

亞洲跟西方授課形式比較 大班教學， 教師都較具權威 採用講授式教學

小班教學 教師 較為友善 採用活動式教學

講授的同時，卻同時提出引發性的問題以讓學生反思；

使用不同的教學策畧以引導不同類型學生的學習

活動教學 , 學生主動學習 學生個別學習 , 可以有不

同的學習路徑

Gardner (1989)

華人學生以模仿為學習的最初手段，待技能成熟後，再將之應用、變化，因此而加上創意的成份。

稱為「模仿」 (mimic) 策畧，特點是教師主導而學生模仿。

西方學生採取的策畧則是先探索然後再培養技能。

稱為「轉化」策畧(transformational) ，特點是學生主導及較富創意 (Biggs, 1996) 。

使用不同的深入學習策畧 ,華人學生得到較佳的學習效果

儒家對學習的看法 – 華人學生學習策略的形成

重視教育使人不斷奮發努力向上 重視德育多於知識教育 重視教育之核心 -- 「學習」 學有先後本來之序 教與學的行為模式

學者在學，若心不先存謙下，則不能養成善聽善學之心。傳統之教，亦形成中國學生，非在有充份了解，不易與人爭辯。

華人學生在傳統思想影響下， 極為注重基礎學習，此階段以記誦模仿為主，

亦即 Gardner (1989) 所稱之「模仿」策畧。 學習亦應循序漸進、學聽學問、 重個人修養、不自我標榜，所以較少參與討論 華人學生這種學習習慣，與我們一般鼓吹的注

重創意，探索的網上教育不同。

IT on Learning

Different initiatives of using ICT to support self-accessed, flexible learning (anywhere, any time; but questionably anyone yet because of the ‘digital-divide’) can be found in many different parts of the world today. The appearing of Web technology, in particular, has made it possible for people with access to the Internet to acquire multimedia information at any time and at any place in the world. Whether such an efficient access to information would lead to more effective learning or education, however, is a different matter.

Fung, A.C.W & Pun, S.W. (2001). ICT in Hong Kong Education. Journal of Southeast Asian Education, 2(1), 165-180

Development of IT in Education

50s to 70s – behaviorism – principle of proximal, repetition, feedback and reinforcement, …

80’s – cognitive theories – learning is an information processing process

90s – constructivism – learning environment, collaboration and communication, mindtools

師書恩 , 1999

IT in Education

Communication

Instruction

Learning

Computer Power

Communication Power

Multimedia

Artificial Intelligence

to alter the classroom's social organization so as to make it more student-centered.

To make students computer literate

more and better learning

Why IT in Education

Computer as the tutor Computer as learning tool, which causes:

Paradigm Shift: from teacher-centred to student centred

Training of High-order thinking abilities Life-long Learning - Cultivate interest in

learning Encourage collaboration and communication

How about cultural differences?

END